Our Learning Journey at Mayfield
Throughout their journey with us our pupils and young people are given opportunities to develop skills that will best prepare them for their future in Modern Britain.This supports fully our mission statement for :
A safe, happy and regulated learning community, where together we empower pupils to develop key skills for life.
Alongside this at each stage we keep in the forefront of our minds the principle that:
We never do for a student something they can, could or should do for themselves.
Working together :
Working alongside parents, carers, teams within school and the Local Authority, meaningful and personalised outcomes on Education Health and Care Plans, ensure there is a focused and transparent route through education on to the next stage of each individual learning pathway and lifelong journey. Whilst the holistic curriculum we offer is individualised to meet the needs of each child and young adult, there are developing focuses throughout each phase of this journey, to ensure that at each stage and transition point we support developing skills, knowledge and attitudes to learning.
In the Early Years, the journey is delivered through an immersive, exploratory and play-based curriculum that aims to develop a foundation of skills and behaviours. Pupils are supported to engage in active exploration of their environment to develop a sense of self and independence from adults, whilst fostering a curiosity for learning. All this is underpinned by the development of early communication and interaction skills. Outcomes are set that reflect each child’s personal needs.
Throughout the Primary age phase, children are encouraged to develop their own sense of identity, preferences and opinions, communicated by their own preferred method. Their journey towards positive outcomes focuses on developing the necessary self-help skills, independence, learning skills and self- regulation skills to enable them to access the world around them.
Throughout Secondary, there is a shift in the way outcomes are planned. The focus moves to applying existing skills, knowledge and learning behaviours in a functional context linked more specifically to real life situations.
At this stage, particularly from Year 9 onwards, the focus is on commencing the preparation for adulthood and ensuring that targets reflect desired longer-term outcomes and future destinations. This may mean that targets start to focus on the PfA (Preparing for Adulthood) pathways of “Employment”, “Independent Living”, “Friends, Relationship & Community and “Good Health”.There is a focus in year 11 on transitioning to the college.
As we move into FE, there is an even greater focus on ensuring that we capture wishes and feelings in all decisions about the future of our young people. Our college provision is designed to support students who need longer to prepare for the transition to adult life. The purpose built college building acts as a bridge to the wider community in which they will be living.
Focus is now based around individual study programmes the PfA (Preparing for Adulthood) pathways of “Employment”, “Independent Living”, “Friends, Relationship & Community and “Good Health”. Across the three years students work with our transition worker and college staff to understand the options available to them on leaving college. This may be further education ,supported employment or supported living.
Due attention is paid to the Mental Capacity Act 2005, which seeks to ensure that decision making, wherever possible, is done with the involvement of the young person. Where necessary, a Best Interests approach to decision-making will be facilitated in a multi-disciplinary manner. This ensures that the young person remains at the centre of their journey.