At the WAIP we share the same Intent and Impact priorities for our curriculum as West SILC. The difference comes through our priority pathways and how we implement the curriculum.

Pathway 1 : The priority is to ensure attendance

Learners are often referred for support with zero or very low attendance at school and in lessons. Initially the WAIP focusses upon building attendance to allow learning to begin. The whole focus of this learning is on breaking down barrier to attendance, building relationships, fostering trust with the staff. Each learner after assessment will follow a personalised learning program which supports engagement and promotes attendance to allow them to engage in learning and support offered.

Pathway 2 : The priority is to support SEMH needs (Social, Emotional and Mental Health needs)

All learners referred have significant SEMH needs that have been unable to have the needs met within the mainstream environment. Once attendance is established the focus for learners is to support the SEMH needs of each learner. Readiness to learn can includes ensuring pupils basic needs are met. During this stage learners access the national curriculum at a differentiated rate. Learners access a personalised curriculum focusing upon acquiring skills to manage their emotions. All pupils have opportunities to access formal learning when their emotional state allows.

Pathway 3 : Formal learning

Learners in the formal classes access the national curriculum. They are offered more support and smaller class sizes than their mainstream counterparts, but are offered the same opportunities in terms of subject teaching and accreditation. All our formal learners have opportunities to return to mainstream school if at an appropriate time. Learners are taught by specialist SEMH and subject teachers.

  West AIP’s Curriculum Principles for all pathways - INTENT, IMPEMENTATIOn AND IMPACT