Pathway 1: Pupils with low cognition and significant social, emotional and mental health (SEMH) needs.
Understanding our pupils
Pupils in Pathway 1 have often faced significant early life challenges and may show a heightened fight, flight or freeze response. This can affect their ability to build trusting relationships, and at times, they may appear emotionally withdrawn. With consistent support and positive experiences, however, they can begin to feel safe, connect with others, and rebuild their sense of trust.
These pupils typically show developmental delays, particularly in social interaction and cognitive skills. Academically, they are working significantly below age-related expectations, often due to disrupted learning and language difficulties.
How we support their needs
• Highly structured and targeted teaching, particularly in literacy, numeracy, and communication.
• A practical, relational, and language-rich environment helps them thrive—supporting both learning and emotional growth.
• Hands-on, sensory-based activities, developmental gaps may necessitate learning through play-based approaches and concrete learning models.
This pathway offers a nurturing, predictable setting where pupils feel safe to explore, connect, and learn at a pace that suits their individual needs.
Pathway 2: Pupils with high anxiety or demand avoidance, often associated with neurodiversity.
Understanding our pupils
Pupils in Pathway 2 experience high levels of anxiety or show patterns of demand avoidance. This can sometimes be linked to neurodiversity—such as Autism or ADHD—but not always. Their behaviours, which may appear controlling or oppositional, are often driven by anxiety or a need to feel safe and in control.
Pupils exhibit SEMH behaviours which are likely to have been compounded by unmet sensory needs. Many pupils in this pathway have struggled in previous settings where their emotional, sensory, or communication needs were not fully understood or met. They may also mask their difficulties, which can lead to emotional exhaustion. Building trust and offering flexibility are key to helping them feel secure, valued, and ready to learn.
How we support their needs
• Learning is tailored to specific interests.
• Pupils are supported to build trust and accept help, pupils with fixed mindsets are supported to build empathy and understand others through a programme of theory of mind.
• A low-arousal, flexible, and relationship-based approach.
• High staff ratio to support consistent, trusting relationships that enable emotional regulation and engagement.
• Dedicated and personalised learning spaces
• A personalised curriculum tailored to needs and interests.
This pathway offers a calm, supportive environment that values the individuality of each pupil, helping them to feel safe, understood, and empowered to succeed.
Pathway 3: Pupils with Higher Cognitive Ability and SEMH Needs
Understanding our pupils
Pupils in Pathway 3 have higher cognitive ability but face significant social, emotional, and mental health (SEMH) challenges. Many have experienced early adversity or disruption—for example, being cared for by extended family due to the absence of a parent or having long-standing unmet needs that have resulted in gaps in their education.
They are often emotionally sensitive, find peer relationships difficult, and may become easily dysregulated in stressful situations. Despite this, they respond well to relational and restorative approaches when they are calm. Structured, team-based activities are also a source of engagement and motivation.
How we support their needs
• Pupils have a higher ratio of formal teaching within a high staff to student ratio
• Pupils respond well to relational approaches and restorative work when they are regulated and calm.
• They benefit from consistent emotional support, structured routines, and strengths-based relationships that foster a sense of safety and trust.
This pathway provides a structured, supportive environment where pupils can thrive academically, grow emotionally, and build meaningful connections with others.