In all cases, the pathway for a student is determined by their long-term outcomes, outlined in their Education, Health and Care Plan. Every student has a timetable which represents their ‘Ideal week’ and is reflective of their course pathway:

Pathway 1: Engagement

Our first pathway focuses on learners developing an effective method of communication, being able to stay safe and being able to develop meaningful choice. Learners on this pathway have a clear focus on developing these core skills in order to allow them to access an enriched timetable. The engagement pathway ensures students grow to become adults who have choice and control over their life in a meaningful way.

Students on this pathway also focus on overcoming barriers to learning and engaging in a life with variety and fulfilment. They have access to Therapy and Teacher led activities and groups as well as the opportunity to access the community safely or build on the skills needed to do so. Students have individualised IEPs and their progress will be tracked using RARPA, a non-accredited qualification to ensure they access to a highly bespoke programme of learning.

Pathway 2: Community and Life Skills

Our second pathway focuses on developing a student’s ability to become an active citizen in their community and engage in meaningful activity outside of the home or hub. Students work towards spending up to 50% of their week in the community, engaging in programmes designed to ensure they become as independent as possible, and can make informed choices through experiences. Students on this pathway have the opportunity to develop their vocational skills and engage in social enterprise projects. Where possible they may be able to access a small amount of time at work experience or voluntary placements.

Students on this pathway also take part in Teacher led groups and activities alongside their peers. Their work and progress is tracked and evidenced following RARPA which ensures they work on individualised and meaningful targets aligned with their EHCP outcomes. Students also work to overcome barriers which may impact their ability to lead a full and independent life. 

Both of these pathways are designed to prepare students for a form of supported living, whereby our students can live a life which is varied and full of choice and control. 

Pathway 3: Vocational and Employment

The third and final pathway is focused on further developing the student’s community access and engaging in voluntary or work experience opportunities. Students also participate in vocational and social enterprise activities within college and continue to build their ideal week outside the hub, with a focus on identifying activities, hobbies and experiences they can continue beyond their time at college.

Learners have a vocational profile where they identify their preferences and aspirations in relation to the world of work and employment. Students on this pathway work with the Job Coach to access varied opportunities with a view to finding voluntary work or work experience in an area of their interest and building their skills to support this.

In addition to this, students focus on increasing their independence in all aspects of life including making meaningful choices as part of their timetable and increasing their independence with everyday tasks. We work alongside other Supported Internship providers to support students in their long-term goal of paid full-time employment once they have acquired the necessary work skills and are able to travel independently.


the four pathways