Communication

• In Pathway 3 the communication supports we use are: Visual aids/timetables, communication books, Makaton signing and communication devices to ensure that all students can access the environment they need to express themselves effectively.

• All classrooms will have symbol boards to support the learning.

• Effective communication is vital to any supportive environment. Ensuring that staff teams are consistent with the communication strategies, helps to build a predictable environment that fosters trust and safety for students.

Trauma-informed practice

Staff in Pathway 3 are trained in TIAAS (trauma-informed practice), students are met with understanding and empathy. Staff are aware that student’s behaviours, at times, can be the students trying to communicate something, therefore, being reflective and mindful of the voice of the student is really important. Consistency in routines and behaviour strategies play a critical role in minimizing triggers and creating a sense of stability, which is particularly important for students in Pathway 3 who may have experienced trauma. In Pathway 3, each class will use Zones of Regulation to support students with their emotions, so that students learn to talk openly about how they feel, if they are ready to do so.

Sensory integration

In Pathway 3 sensory regulation is just as important as other Pathways. This is delivered through thoughtful environmental adjustments, such as offering movement breaks for students that need it and having a quiet space that students can choose and communicate when to go, if they are feeling dis-regulated.

Having student’s sensory needs recognised in the pathway supports students' ability to engage in the learning. Sensory integration strategies ensure that students can navigate their sensory needs without becoming overwhelmed, which is essential for maintaining focus, engagement and participation.

Independent functioning

• Building Independence for our students in Pathway 3 is of vital importance. We offer an environment that says things can be hard to learn and do at times, but how can the staff support an environment which says, its ok to get things wrong. Can we help build resilience for the students when completing hard tasks, when dealing with a change in routine. Can we teach students to ask for help, or for them to have a go and see how they do?  Students are offered an environment in which they can ask for movement breaks to support wellbeing. Also, staff create personalized behaviour strategies, encouraging students to manage their own needs if possible.

• Clutter-free environments and consistent routines/timetables further support students in navigating their day independently.

Consistency and routines

In Pathway 3 having consistency in behaviour strategies and staff team presence, adopts a trusting and predictable environment, allowing students to feel secure. Routine is key to helping students with multiple needs thrive, reducing anxiety and promoting independent decision-making in a safe and secure place.

Personal care and health Support

Personal care and health needs are met through the RHSE curriculum. Staff support the students to learn at their level, learning independence skills which is relevant to them, through the topic: all about me.

Emotional regulation

The use of Zones of Regulation to help students identify and manage their emotions is a key strategy in Pathway 3 for supporting emotional regulation. Paired with staff listening and giving time to the students when needed, this helps students to feel secure, supported and that their feelings are important. Having consistent routines, and using emotion frameworks enables students to understand their feelings and develop strategies to manage their emotional states effectively.