Explore

Learning through connection, play and discovery 

Our Explore pathway provides a personalised, flexible approach for pupils who learn through sensory experiences, meaningful relationships and play. Guided by our ethos of Safe, Happy, Learning, we begin with each pupil’s interests, communication, regulation and responses. 

Pupils have time to explore, make choices and connect with others at their own pace. Adults adapt the environment, expectations and support so that learning is manageable, motivating and meaningful. 

Our learning priorities 

The Explore pathway develops the foundations that help pupils participate in everyday life: 

•      Communicating needs, feelings, preferences and choices. 

•      Developing shared attention and positive relationships. 

•      Feeling secure and accessing support to regulate. 

•      Building curiosity, engagement and early thinking. 

•      Exploring objects, actions and cause and effect. 

•      Taking part in familiar routines with increasing independence. 

Provision is informed by SCERTS Social Partner characteristics, supporting early social communication and emotional regulation, Equals approaches to communication, play and leisure, and thinking and problem solving. We also draw on the Essential 8, which helps identify priorities for functional communication, participation and everyday independence. 

Each pupil’s learning is closely linked to their Education, Health and Care Plan (EHCP) and termly Personalised Learning Plan (PLP). 

How pupils learn 

Learning is primarily play-based, with an emphasis on sensory-motor exploration and early relationships with people and objects. Adults observe pupils carefully, recognise their communication and respond to what captures their attention. 

A flexible, low-demand approach allows adults to adjust the pace and complexity of learning according to pupils’ readiness, regulation and engagement. Familiar experiences create security, while carefully introduced changes encourage curiosity and broader participation. 

Continuous provision provides accessible resources and functional learning opportunities throughout the day. Pupils can revisit experiences, practise emerging skills and explore with increasing confidence. 

Teaching uses concrete, motivating and multi-sensory resources, including real objects, photographs, symbols, sounds and movement. Modelling, repetition, shared attention and responsive interaction support learning. Pupils are given sufficient time to process, explore and respond. 

Communication and regulation 

Communication and emotional regulation are central to every learning experience. 

We recognise communication through movement, facial expression, sounds, gestures, signs, objects and symbols. Adults respond consistently and help pupils develop effective ways to express themselves, make choices, request support and influence what happens around them. 

Predictable routines, familiar relationships and individual sensory support help pupils feel safe and ready to engage. The support provided by adults is adapted throughout the day as pupils’ needs change. 

Building learning over time 

Learning develops through repeated opportunities to engage, explore and participate. A pupil may revisit a skill many times, with progress shown through greater confidence, consistency, independence or use in a different situation. 

As pupils grow older, resources, experiences and contexts remain age-appropriate and respectful of their interests. Learning broadens while continuing to reflect their developmental needs. 

Personalised targets ensure that the purpose of an activity remains clear. We focus on what the pupil is learning, how they are participating and the support they need to take their next step. 

Recognising progress and working with families 

Progress is assessed against each pupil’s individual starting point. We value increased initiation, clearer communication, stronger engagement and growing participation in everyday routines. 

Staff use assessment, observation and Evidence for Learning (EFL) to review progress and adapt teaching. Families contribute their knowledge of what pupils enjoy, communicate and achieve at home. 

Together, we build skills that support wellbeing, autonomy and participation both now and in the future.