Formal

 Developing knowledge and applying learning with confidence 

Our Formal pathway supports pupils who can access discrete, subject-specific teaching. It combines structured learning with personalised support for communication, emotional regulation, sensory needs and independence. 

Teaching follows the appropriate Road to National Curriculum or National Curriculum approach, according to each pupil’s assessed starting point. 

Guided by our ethos of Safe, Happy, Learning, we support pupils to develop subject knowledge, deepen their understanding and apply their learning beyond the classroom. 

Our learning priorities 

The Formal pathway develops: 

•      Knowledge, understanding and skills within individual subjects. 

•      Communication for questioning, explaining and sharing ideas. 

•      Literacy and numeracy for learning and everyday life. 

•      Reasoning, problem solving and evaluation. 

•      Independence in organising, approaching and completing tasks. 

•      The ability to make connections and apply learning across contexts. 

•      Skills for relationships, community participation and adult life. 

Each pupil’s Education, Health and Care Plan (EHCP) and termly Personalised Learning Plan (PLP) continue to shape their learning priorities and individual support. 

How pupils learn 

Pupils access focused teaching in English, maths, science and wider curriculum areas. Lessons are planned around clear learning intentions and build on previously acquired knowledge and skills. 

Teaching typically includes explanation, modelling, guided practice and opportunities for independent application. Through I do, We do, You do, pupils are supported to understand new learning, practise with guidance and demonstrate what they can do with increasing independence. 

Adults check understanding throughout lessons and adapt explanations, resources and tasks in response. Pupils are encouraged to ask questions, explain their thinking, consider different approaches and evaluate their work. 

Practical experiences, investigation, discussion, creative activity and appropriate digital resources support understanding. Play and motivating experiences continue to contribute to learning, with their role adapted to pupils’ needs and the purpose of the lesson. 

Personalised access and support 

Structured subject teaching is supported by approaches that help each pupil access learning successfully. 

These may include adapted language, visual information, communication systems, additional processing time and support with organising tasks. Individual sensory programmes and regulation strategies remain available according to need. 

Pupils are supported to recognise when they need help, communicate their needs and develop strategies for managing challenges. Adults gradually reduce support as pupils become more confident and independent. 

Building learning over time 

Learning is sequenced within and across subjects. Teachers identify the knowledge and skills pupils need, revisit important concepts and introduce new learning in manageable steps. 

As pupils move through the key stages, content broadens and opportunities for deeper understanding increase. Age-appropriate contexts are matched with teaching that reflects individual attainment and developmental needs. 

Repetition strengthens understanding, while varied tasks and contexts help pupils transfer their learning. Pupils are encouraged to connect ideas, use increasingly precise vocabulary and apply knowledge to unfamiliar situations. 

Personalised learning priorities ensure that subject teaching remains relevant to each pupil’s wider development. 

Applying learning beyond the classroom 

We support pupils to use communication, literacy, numeracy and subject knowledge in practical situations, daily routines and community experiences. 

Learning develops the ability to make informed choices, follow and evaluate information, solve problems and take increasing responsibility. 

Preparation for adulthood includes independent living, relationships, leisure, community participation and appropriate employability routes. Where suitable, pupils may work towards vocational experiences or accredited outcomes, guided by their needs, aspirations and the provision available. 

Recognising progress and working with families 

Assessment considers subject knowledge alongside progress towards personalised outcomes. We look at what pupils know, what they understand and how independently they can apply their learning. 

Progress includes greater accuracy, deeper explanation, more effective problem solving and the ability to transfer a skill to a different context. 

Staff use assessment, observation and Evidence for Learning (EFL) to review learning and plan next steps. Families contribute their understanding of pupils’ achievements, interests and aspirations, helping us connect school learning with life beyond it.