Black Pathway

Features of learners

Communication & Interaction	Predominately exhibit verbal communication skills
Sensory & Physical	They may exhibit some sensory needs that require interventions or reasonable adjustments.
Cognition & Learning	Developing as independent learners. Generally able to access significant parts of the National Curriculum from KS1.
Social, Emotional & Mental Health	Being able to stay safe within society, including being able to regulate their emotions and sensory load.
Independence	Learning to keep themselves safe and working towards managing their own risk, transitions and health needs.

Provision

Learners on the Black Pathway are cognitively able to access the National Curriculum (Year One onwards). These pupils pursue a mainly academic curriculum, based on the National Curriculum, while also learning key life skills through PFA, EHCP and vocational subjects.

The majority will work towards a variety of accreditations in Maths, English and ICT alongside vocational subjects.

They may need bespoke adult support and scaffolding to access their learning. This might look like zoning, such as:

Designated book areas.
Quiet spaces.
TEACCH-style workstations.

Some may have sensory items to support learning and attention time, such as wobble cushions.

The school predominately follows a primary-based model, where students remain with their class teacher for their curriculum offer. There are options offered for some specialist teaching for some vocational areas.

Students on Black Pathway are likely to be verbal, but will be supported by communication aids, such as:

Visual timetables.
Colourful semantics.
Knowledge organisers.
Resources made using Communicate in Print.

As students grow more independent, the need for higher numbers of teaching assistants or 1:1 support decreases. Students may access support through referral to the pastoral team for mentoring or for interventions as needed. Some support may be needed for individual personal care or with medical needs.

Curriculum Content

Can access from 40 to 60 months on DHS assessment framework (National Curriculum) and above.

Subject-specific study.

Formal.

EHCP 30%
PfA 20%
Vocational Subjects 20%
English 15%
Maths 15%

Aspirational Aim

To deliver a purposeful and ambitious curriculum that supports learners in achieving meaningful outcomes through formal, subject-specific learning. Our aim is to provide structured, progressive educational experiences that promote academic achievement, personal development, and independence.
Students may pursue qualifications such as Functional Skills and BTECs, alongside the King’s Trust and Duke of Edinburgh or other appropriate accreditations.
Grounded in each learner’s EHCP, the curriculum is designed to prepare students for successful transitions into adulthood - whether through further education, employment, or supported living - by equipping them with the knowledge, skills, and confidence to thrive in the wider world.