The Learning Journey


When a child or young person joins the school they are offered a holistic, integrated, multi – disciplinary learning journey which suits their range of needs and seeks to support their progress across all the activities of daily living – capturing and developing the smallest steps of their progress.

All of the learners will be supported to :

  • Learn to respond , attend , anticipate and explore across a wide range of appropriate learning activities
  • Develop their understanding and make progress in English ,Maths , Science , PHSE , ICT
  • Develop social communication skills, express their needs, preferences and choices.
  • Using a range of alternative and augmentative communication strategies
  • Taking part in school and community life.
  • Feel socially and emotionally included in all aspects of life.
  • Have fun , enjoy their school life, laugh, join in , initiate and make every-day special.
  • Develop skills that will enable them to access everyday living as independently as possible.
  • Explore, learn, and make the most of their physical ability.
  • Transfer to adult living where their skills can be maintained.

3-5 years Early - Years Foundation Stage

Curriculum Assessing progress
  • Early years curriculum and later some elements of the Equals framework. Aims to develop initial skills within a consistent framework and provide a sound baseline for further learning
  • Supported learning and discovery through play’.
  • Children will make good individual progress during this “golden period” when a secure foundation can be set for learning including number, communication and language. Approaches to learning include supported play with a wide variety of toys and resources, music, art, physical activities.
  • Speech and language therapy input is key and provided by the Hannah’s school SLT team for each child. A total communication approach is used with children being supported at all times with use of symbols, signing and electronic talkers.
  • Children access a range of in house therapies and services (as assessed) i.e. nursing, physiotherapy, occupational therapy, hydrotherapy, rebound therapy, soft play. Access to sensory room
  • Making community links and understanding their world
  • Expressing themselves with sensory art and design
  • Accessing adapted and sensory play

Progress is assessed using:

  • EYFS targets and profiles
  • Early curriculum targets linked to the Equals framework
  • Early MAPP (mapping of assessment and personal progress)
  • Individual education /therapy targets

Progress is assessed against the smallest of steps and the child’s early ability to transfer their skills to all areas.
Specialist teachers, support staff and therapists contribute to the assessment and progress tracking of each child.


6-16 years - Pre 16 learning

Curriculum Assessing progress
  • Equals framework for learning
  • Individualised curriculum with therapies such as speech and language built in across the day.
  • Themed approach to learning allowing the delivery of a bespoke sensory curriculum for each child e.g. Planet Earth and Scandinavia holds all curriculum topics and can be delivered through various sensory approaches such as music, sensory design and technology.
  • Children access a range of in house therapies and services (as assessed) i.e. nursing, physiotherapy, occupational therapy, hydrotherapy, rebound therapy, soft play.
  • Sharing, taking turns, choices, equality and understanding their world. interaction with their peers
  • Out and about to local places such as Buckfast Abbey, shopping, trips related to events such as Christmas. Learning in a ‘hands on’ sensory way about the world around them. Includes a variety of contrasting outdoor environments, the library, places of worship and a variety of shops.
  • Teaching “all about myself”- individual approach to adolescence and changes.

Progress is assessed using:

  • Curriculum targets linked to the Equals framework
  • Early MAPP(mapping of assessment and personal progress)
  • Individual education /therapy targets
  • Teacher observation and records

Specialist teachers, support staff and therapists contribute to the assessment and progress tracking of each child.


16-19 years Post 16 - A more adult focus and approach to learning

Curriculum Assessing progress
  • Asdan Personal Progress programme
  • Asdan Transition Challenge programme
  • Asdan Working towards Independence
  • Trinity College Arts Award
  • Focus on the more adult skills – choice making, “Who am I?”
  • Enterprise- shopping, cooking, producing and selling food, managing money, what do I spend it on?
  • Out and about – shopping , personal choices ,supported independence
  • Tutorials
  • Young people access a range of in house therapies and services (as assessed) i.e. nursing, physiotherapy, occupational therapy, hydrotherapy, rebound therapy, soft play.
    Transition schemes to adulthood and next steps

Progress is assessed using:

  • Early MAPP(mapping of assessment and personal progress)
  • Individual education /therapy targets
  • Teacher observation and records

Specialist teachers, support staff and therapists contribute to the assessment and progress tracking of each child.