Green Pathway

Our Green Pathway is split into two, each with its own profile and content.

Students are placed on this pathway following an assessment using our Developmental Ladders.

Green Pathway 1

Features of learners

Communication & Interaction	Being able to advocate for themselves and give informed consent. Being able to communicate their wants and needs
Sensory & Physical	May have identified sensory needs requiring supportive interventions.
Cognition & Learning	Being able to communicate their wants and needs. Showing readiness to sit for circle time. Attention span is limited.
Social, Emotional & Mental Health	Wants to socially engage with others around them but lacks the appropriate skills to interact.
Independence	Some support may be needed with individual personal care. Some support may be needed to support any complex medical needs.

Provision

The Green Pathway is a blended approach between the Yellow and Black Pathways.

The curriculum offered is designed to provide a well-structured and organised learning environment that caters to the needs of the students. Incorporating play-based pedagogy from the Yellow Pathway with the content of the very early stages of subject-specific knowledge from the Black Pathway. These environments often feature areas of continuous provision that have lower levels of stimulus to help support engagement and focus. The continuous provision will be enhanced to support their Maths and English early learning skills and will reflect the theme or topic being studied.

Students are beginning to show readiness to sit for teacher input at circle time. Beginning with some subject-specific targets and lessons. Targets for subjects will be taken from the 40–60 months on the Yellow Pathway Assessment; this provides a bridge to the National Curriculum subject outcomes of Black Pathway. Often, concrete objects will be used to demonstrate knowledge. For example:

Using Numicon to demonstrate number bonds.
Using images to plot a story on a story map.

There are lots of opportunities for play and curiosity-based learning and exploration to encourage students to interact with each other and the adults in a meaningful way. Using a variety of communication aids in a Total Communication environment to support functional communication. The play will also include some adult-led opportunities to allow for generalisation and maintenance of skills and knowledge learnt in lessons. Teacher-led learning is short and targeted. Sensory breaks are planned into learning time.

Curriculum Content

Cognitively, on the Green pathway, the majority of students are working from 36 to 48 months in specific areas of the curriculum.

The learners are accessing the Black pathway, but may need non-subject-specific targets from My Communication and My Thinking.

EHCP - 30%
PfA - 30%
Subject specific - 20%
Play-based - 20%

Aspirational Aim

To provide a balanced and developmentally appropriate curriculum that combines subject-specific learning with meaningful opportunities for play, exploration, and practical experience. Through a blend of continuous provision, targeted teacher-led input, and the use of concrete, hands-on resources, we aim to foster each child’s communication, independence, promote curiosity and subject-based learning.

Green Pathway 2

Features of learners

Communication & Interaction	May not independently seek or have opportunities for social interactions.
Sensory & Physical	May have identified sensory needs requiring supportive interventions.
Cognition & Learning	Often working below age-related expectations, and need identified targeted support.
Social, Emotional & Mental Health	Being able to stay safe within society, including being able to regulate their emotions and sensory load.
Independence	Some support may be needed for individual personal care and support with complex medical needs.

Provision

The Green Pathway is a blended and personalised approach of subject specific study and child centred play-based opportunities.

Students are beginning to show readiness to sit for teacher input at circle time. Beginning with some subject-specific targets and lessons. Targets for subjects will be taken from the 48-60 months on our Black Assessment framework. Often, concrete objects will be used to demonstrate knowledge, e.g. using Numicon to demonstrate number bonds or using images to plot a story on a story map.

Teaching and learning is delivered through a child-centred approach that includes:

Opportunities for purposeful play
Continuous provision to reinforce and embed key concepts
Short, targeted teacher-led input sessions
Access to concrete, hands-on resources
Sensory breaks embedded into the daily routine
Use of communication aids to support understanding and expression

This blended model ensures a balance between structured subject learning and the flexibility needed to respond to learners’ developmental needs.

Learners may require non-subject-specific targets from My Communication and My Thinking strands to support wider developmental progress.

Curriculum Content

Cognitively on the Green pathway, the majority are working from 48 to 60 months in specific areas of the curriculum.

Green 2 Pathway students are ready for some subject-specific study:

EHCP 25%
Subject specific study 30%
Preparation for Adulthood 25%
Play 20%

Aspirational Aim

We provide a balanced and developmentally appropriate curriculum that combines subject-specific learning with meaningful opportunities for play, exploration, and practical experience. Our approach is rooted in curiosity and play pedagogy alongside the National Curriculum and ensures progression through carefully planned subject-specific study tailored to individual needs and developmental stages.

Through a blend of continuous provision, targeted teacher-led input, and the use of concrete, hands-on resources, we aim to foster each child’s communication skills, independence, and curiosity. Subject-based learning is made accessible and engaging through practical, real-life contexts and experiences, ensuring that students are not only building knowledge across key curriculum areas, but also developing the confidence and motivation to apply their learning in purposeful ways.

This integrated approach allows children to make meaningful connections between areas of learning, supporting both academic progress and the development of essential life skills.