Turing Pathway
Our Students
Our Turing Pathway offers provision for students with a broad range of Severe and Complex Learning Disabilities from Primary through to Post-16. As a school community we are responsive to the needs of our students, and we consider our Turing cohort by their learning characteristics, communication skills, engagement and developmental level informed by the principles and practice of EQUALS (https://equals.co.uk/curriculum/):
Turing Explore (Informal) Turing Engage (Semi-Formal 1) Turing Navigate (Semi-Formal 2)
Turing Explore (Informal): Complex attention and interaction, Early developmental levels (Engagement Step 1-3), some students need 1:1 support for regulation and to access learning, may not tolerate demands, many of our Explore students are ‘in the moment’ .
Turing Engage (Semi-Formal 1): some early Subject Specific Learning, sustaining attention to tasks and demands needs to be supported, sensory regulation needs (P4 – P8 / Progression Steps)
Turing Navigate (Semi-Formal 2): increasing development of Subject Specific Learning (P8 +), students are developing independence and beginning to apply learning across increasing range of contexts, these pupils will also have sensory regulation needs
The curriculum and curriculum approaches
Informed by an understanding of students’ needs, our Turing Pathway Curriculum is organised as developmentally appropriate, where possible students are grouped by need.
Our curriculum aims to prepare our students for life now and beyond school into adulthood / longer life choices by offering a strong focus on independence, communication, functional and personalised learning to enable them to lead fulfilling, contented and active lives in the community.
Within Key Stage 4 students will be offered the opportunity for accredited courses AQA Unit awards.
Each student’s journey is personalised to them. Some of our Turing Navigate students have progressed to the Hawking Pathway
The Turing Explore (Informal) approach aims to enable students to connect and respond to their environment, activities, and people through a process-based teaching and learning approach underpinned by play, exploration, self-regulation, communication and interaction.
The Engagement Model is used to assess students’ responses so that learning experiences are built around students’ engagement so to widen preferences and extend engagement.
This informs personalised learning intentions incorporating EHCP outcomes.
Turing Engage (Semi-Formal 1)
The goal of this curriculum approach is for increased engagement, and the development of the functional application of communication, Literacy and Maths across an increasing range of activities, resources, social contexts and environments.
There is a focus on sensory regulation and an engagement in tasks and play.
Turing Navigate (Semi-Formal 2)
This curriculum approach offers the same learning areas range as the Turing Engage Curriculum and is delivered at a higher cognitive level. The goal of this approach is for students to develop their functional application of communication, literacy and numeracy with increased persistence, self-initiation and independence across a range of contexts. Students are increasingly ‘navigating’ their way with an emphasis on applying the ‘tools’ they have gained and building upon learning with increased confidence in real-world application.
Within Key Stage 4 students will be offered the opportunity for accredited courses AQA Unit awards.
Each student’s journey is personalised to them. Some of our Turing Navigate students have progressed to the Hawking Pathway
Outcomes
There is a strong emphasis throughout our curriculum on preparation for life beyond school and longer life choices, in a way that is meaningful and relevant for each student’s journey working together with Parents/Carers.
All of our Turing Pathway students will need continuous support throughout their lives. Informed by student choices and interests, some of our students may access voluntary sector work with a PA or job coach, and supported living.
Some of our students will access a continuation of our curriculum going on to Foundation Learning college courses where they can build on skills and expand their experiences and preferences.
Ultimately, we aim for our students to have a sense of belonging, able to relate to themselves and others, self-regulate and communicate in their immediate environment and the wider community.