At Dysart, we enable every pupil to communicate, regulate, participate, develop independence and prepare for a fulfilling adult life. Learning is personalised, ambitious and meaningful, building from each pupil’s starting point towards long-term outcomes.
Through our curriculum, pupils will:
We provide ambitious and engaging learning experiences that develop knowledge, understanding and curiosity. Through a broad, balanced and relevant curriculum, pupils are supported to achieve their full potential and celebrate success.
We recognise that every pupil learns differently. Through personalised pathways, specialist support and adaptive teaching, we remove barriers to learning and create opportunities for all pupils to succeed and become increasingly independent.
Positive relationships & support sit at the heart of our curriculum. We encourage active participation in learning, school life and the wider community, helping pupils develop communication, confidence and a strong sense of belonging.
Learning is a journey of continuous growth. We support pupils to develop resilience, self-awareness and independence, equipping them with the skills and confidence needed for the next stage of education, adulthood and life.
At Dysart, our learning pathways provide a consistent framework that supports each pupil’s learning journey from their earliest years through to adulthood. Our pathways help us ensure that every pupil accesses a curriculum that is ambitious, meaningful and tailored to their individual strengths, needs and aspirations.
Pathways are informed by our Pupil Profile Tool, which provides a holistic understanding of each pupil as a learner. Working alongside information from a pupil’s EHCP, assessments, observations and discussions with families, the Pupil Profile Tool helps us identify the level of support, challenge and independence that will enable each pupil to thrive.
Rather than being linked to a specific key stage, pathways continue throughout a pupil’s time at Dysart, providing continuity in learning and support. As pupils grow and develop, the subjects, topic cycles and curriculum experiences evolve to reflect their age, interests and aspirations, while their pathway continues to provide an appropriate and personalised approach to learning.
By considering these areas together, we gain a comprehensive picture of the whole child, enabling us to match pupils to the pathway that best supports their learning and development.
At the end of Key Stage 1, pupils are re-baselined using the Pupil Profile Tool to review progress and ensure they continue to access the most appropriate pathway as they transition into the next phase.
Pathway decisions are reviewed throughout a pupil’s time at Dysart, recognising that strengths, needs and levels of independence develop over time.
Our pathway model enables us to:
Through this approach, we deliver a curriculum that is responsive, inclusive and ambitious, ensuring the very best outcomes for every pupil while recognising that each learning journey is unique.
Learning is presented through sensory-rich, play-based and highly motivating experiences that capture attention and encourage interaction. Activities build on pupils’ interests and create frequent opportunities for communication and exploration.
Adults actively guide, model and scaffold learning, supporting pupils to sustain attention, develop communication and engage meaningfully with their environment. Teaching balances structure with responsiveness to individual needs.
Pupils begin to make choices, initiate interactions and engage for longer periods of time. Early learning-to-learn skills, including attention, engagement and participation, are developed through repeated supported experiences.
Learning is presented through a blend of practical, sensory and increasingly structured teaching approaches. Pupils are supported to build understanding, practise new skills and apply learning across familiar contexts.
Adults provide structured guidance, modelling and encouragement while gradually reducing support as confidence develops. Learning is carefully sequenced to consolidate and extend skills.
Pupils take greater ownership of their learning, develop problem-solving skills and practise applying knowledge with increasing confidence. Opportunities are provided to generalise skills across different activities and environments.
How is learning presented?
Learning is presented through structured, purposeful and real-life experiences that encourage pupils to apply knowledge and skills across a range of contexts. Activities promote reflection, decision-making and independence.
Adults act as facilitators, providing guidance, challenge and opportunities for reflection while encouraging pupils to work with greater autonomy. Support is targeted and proportionate to individual need.
Pupils increasingly make informed choices, solve problems, evaluate outcomes and transfer learning to new situations. They become more confident, self-directed learners who are prepared for adulthood and future destinations
Learning is presented through flexible, pupil-centred experiences that prioritise emotional regulation, wellbeing and engagement. Activities are built around trusted relationships, familiar routines and personalised interests, creating a safe foundation for learning.
Adults provide high levels of support through co-regulation, emotional reassurance and responsive teaching. Staff adapt expectations to meet pupils’ readiness and create environments that promote safety, predictability and trust.
Pupils gradually develop confidence to engage with people, routines and learning activities. Independence is fostered through increased participation, communication and emotional readiness.
© Dysart School 2026
Website Design and Development by Design Image
