Pre Formal Pathway

"Some of the most wonderful people are the ones who don’t fit into boxes"

Tori Amos

Our goal in the pre-formal pathway is that provision is driven from the pupil. A dedicated team plan and provide individual experiences which promote engagement to facilitate holistic progress.   

"The child themself is the curriculum"

Rudolf Steiner

Our aim is to have a high level of understanding about the pupil and their need through relationships. We include families and wider professional colleagues in contributing to building a picture of the pupil, from which we can begin to develop a bespoke and engaging curriculum.

The process of engagement is vital (Carpenter et al, 2015) the learner must be placed at the centre of the curriculum, every moment and situation should be regarded as a learning opportunity (Welsh Assembly Government, 2006).

To achieve these intentions, we implement a range of strategies and approaches for each pupil to tailor the curriculum to their specific needs to unlock their curiosity, engagement and potential. 

In the pre formal pathway a range of strategies and approaches are adopted for each pupil. 

Imray and Hinchcliffe (2014, p46) argue for the most complex (learners) let’s focus on the things that matter. This is why we advocate a very different personalised curriculum for some learners, which might be broad and balanced when we can make it so, but above all, is relevant.

Each child in the pre formal pathway has an individual termly menu which is shared with families via tapestry; this ensures provision is specific, relevant, meaningful, and motivating. The pre-formal curriculum does not provide a definitive list of Learning Opportunities; teachers are free to choose which Learning Opportunities to offer and how to offer them. 

We wish to encourage innovation from all our staff, both teachers and TAs, and believe that too much prescription will not aid this process (Equals 2019).  

Learning Opportunities are based around the four areas of need: Communication and Interaction, Cognition and Learning, Physical and Sensory, and Social Emotional. A cross curricular approach is adopted throughout the day and will look different for each pupil. It is important to acknowledge that teaching and learning opportunities for our pupils span the whole of the school day – and is not just limited to lesson time, this also includes play.

"Play is the highest form of research."

Einstein 

"If a child can't learn the way we teach, maybe we should teach the way they learn."

 Ignacio Estrada

Using the engagement model, class teams consistently observe and reflect on pupil’s interests and learning to adapt and deepen progress. This informs planning, assessment, and personal learning intentions. 

The engagement model combines a formative and summative assessment approach. It should be used to assess pupils' progress and development regularly throughout the year. This enables a continuous cycle of 'assess, plan, do and review' to take place, which enables the pupils' achievements and progress to be measured over time. (Engagement Model 2020)

To review the personal and holistic impact of school, there is a range of documents which are regularly reviewed. 

Pupil passports collate all the personal information and requirements for each child to ensure engagement. Pupil passports are updated as and when needed and are formally reviewed termly. They should be reviewed in collaboration with the whole class team- considering reports and suggestions from other professionals such as SALT, SEST and Physiotherapy.

Each pupil has broad steps within the four areas of need which are derived from the EHCP and the assessment of the learning circle. This is our summative assessment and is completed after a six-week baseline then at the end of each keystage. It views the pupil holistically and informs practitioners of the direction of learning and areas of development. These broad steps then inform the personalised learning intentions. 

These are created from the pupils learning circle and broad steps. The pupil’s PLIs are incorporated into every activity when meaningful and relevant. These are reviewed bi annually through holistic progress conversations and a qualitative data drop. 

Tapestry is a secure online portfolio that allows teachers to document and reflect on pupils’ engagement within school. Each pupil has their own individual journal where pictures, videos and messages can be shared between school and home. Keeping a journal of progress also allows practitioners to reflect on learning within the pupil’s personal learning intentions. 

Progress meetings are held bi annually with teaching staff to review engagement and to ensure that the curriculum offer is meeting needs. Pupil Passports, Tapestry and PLIs are reviewed as part of this process. Regular classroom ‘drop ins’ also form part of this process.

All teachers meet to share a pupil progress journey over a given time period, clearly documenting where the pupil started to where they are now and commenting on the support and interventions in place to support their progression.

“Parents and carers also play a very important role in holding schools to account by asking questions about their children’s attainment and progress and by engaging in dialogue with the school about the aspirations and expectations for their children” (The Rochford Review, 2016)

Parents are very closely involved with their child’s learning and we maintain regular contact via tapestry, parents evening, annual review meetings, visits to school, phone conversations and end of year progress reports. These approaches all support partnership working and enable parents to support their own child’s learning at home, leading to the best outcomes. Parents often share home activities and motivators with us to aid our approach in school.