Curriculum Pathways

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We have carefully selected and tailored the curriculum in order to

  • set suitable learning challenges.
  • respond to pupils’ diverse learning needs.
  • overcome potential barriers to learning and assessment for individuals or groups of pupils.
  • provide clear frameworks that allow opportunities to check, reinforce and consolidate learning.
  • develop the foundations and pre-requisite skills necessary to allow children to make progress and move through the pathways. 

Our curriculum incorporates a variety of strategies and approaches personalised to small groups and individual needs. It is these needs that are addressed throughout the curriculum.



In the EYFS the pupils follow Early Years Foundation Stage Curriculum/Development Matters.

In KS1 and KS2 There are 4 pathways which pupils can follow depending on their levels of development and individual needs.


1.     Roots for learning for pupils working at early developmental levels

The curriculum for pupils with profound and multiple learning difficulties and those with complex learning difficulties focuses on the development of the following fundamental areas:

  • Communication
  • PSED
  • Early cognitive thinking
  • Sensory
  • Physical


2.     Complex Needs Pathway

The Complex Needs Pathway is a specialist curriculum which has been designed in response to the learner characteristics for pupils with CLDD complex learning difficulties and disabilities.


The key areas of focus are:

  • To develop communication using augmented and alternative communication approaches
  • To develop social interaction
  • To control their environment and the world around them developing a sense of agency
  • To make and communicate choices
  • To be safe and able to self-regulate
  • To have confidence and independence
  • To make progress in their learning
  • To develop holistically with access to a range of therapeutic approaches


3.     Foundations Pathway

For those pupils who are working within Key stage 1 and 2 but have not yet reached the Early Learning Goals they follow a carefully planned and tailored curriculum with personalised frameworks that detail the knowledge and skills we feel is most important to our children at Evergreen. The framework aims to develop the pre-requisite skills necessary to allow them to move into the National Curriculum when they are ready. Opportunities to revisit and consolidate learning are also prioritised throughout the pathways.


Pupils in the EYFS and those following the Foundations Pathway follow the seven areas of Learning & Development. These are:

  • Communication, language and Literacy (CLL)
  • Mathematics
  • Physical development (Physical education)
  • Science
  • Personal, social and emotional development (PSHE)
  • Understanding of the world (aims to develop the knowledge and understanding necessary in order to move into National Curriculum History, Geography, Computing, Design and Technology, Religious Education)
  • Expressive arts and design (Art and Design, Music)


4.     Next Steps Pathway

Children who have reached the early learning goals follow our Next Steps pathway which reference the outcomes laid out in the National Curriculum. They follow frameworks that are relevant to their levels of development and individual learning needs.



For pupils within the specialist Autistic provision, The ‘SCERTS’ model is also incorporated into the curriculum with a focus on:

  • Social communication
  • Emotional regulation
  • Transactional support


In addition to Maths and English there are 3 Essential strands which run throughout and drive our curriculum.  These strands address the key areas of learning which tackle pupils’ individual barriers to learning. They focus on:

  • Communication
  • Personal, social and emotional development
  • Physical development



Our curriculum is greatly enriched with whole school special events such as Science week, Science fairs, curriculum topic days and days to celebrate diversity such as Diwali, Chinese New Year, World Cup and international schools to promote pupils’ spiritual, moral, social and cultural development.


Extra curricular activities are organised both in and out of school.  An overnight residential experience is offered to a group of pupils in the summer term.  As well as this an annual trip to a pantomime is carried out by The Rotary Club. We also invite musicians, scientists, storytellers and theatre groups into school.


We use the community as an outside classroom to reinforce the work that we do in school. Children may swim at the local sports centre or visit a local museum or a café. The community provides a great place in which to apply and generalise new and emerging skills.


We foster strong links with the local and wider area to develop community cohesion. We forge close links and effective partnerships with local and other special schools.

Each pathway takes into account the learning characteristics of the child this ensures each child receives a tailored provision based upon their strengths and needs.