Semi-Formal

Developing understanding through practical and purposeful learning 

Our Semi-Formal pathway supports pupils to develop communication, thinking and independence through practical, meaningful experiences. 

Pupils benefit from a structured approach alongside opportunities for play, exploration and purposeful interaction. Teaching helps pupils connect their learning with everyday life and use their skills with different people and in different environments. 

Our ethos of Safe, Happy, Learning underpins provision. Learning is adapted to each pupil’s interests, communication, emotional regulation and developmental needs. 

Our learning priorities 

The Semi-Formal pathway develops: 

•      Purposeful communication and social interaction. 

•      Shared attention and participation in group learning. 

•      Play, leisure interests and cooperation. 

•      Thinking, problem solving and decision-making. 

•      Functional literacy and numeracy. 

•      Confidence with routines, transitions and unfamiliar situations. 

•      Increasing independence and responsibility. 

Provision is informed by SCERTS Language Partner characteristics, Essential 8 and Equals Semi-Formal approaches to communication, play and leisure, and thinking and problem solving. 

Each pupil’s Education, Health and Care Plan (EHCP) and termly Personalised Learning Plan (PLP) inform their individual learning priorities. 

How pupils learn 

Pupils develop understanding through concrete experiences, purposeful interaction and repeated opportunities to practise. 

Teaching may include a short whole-class introduction followed by group or individual learning. Activities are adapted to pupils’ starting points and supported through real objects, visual information, practical tasks and familiar contexts. 

Adults use clear modelling, structured questioning and carefully planned support. Where appropriate, I do, We do, You do helps pupils observe a skill, practise alongside an adult and apply it with increasing independence. 

Prompts are gradually reduced as pupils become more confident and secure in their understanding. Teaching also encourages pupils to make choices, try solutions and recognise when they need help. 

Communication and participation 

Communication is embedded throughout learning and daily routines. Pupils are supported to express needs, share information, communicate preferences and participate in exchanges with adults and peers. 

Speech, signs, symbols, communication books and other visual supports are used according to individual need. Adults adapt their language and allow time for pupils to understand and respond. 

Shared learning helps pupils develop cooperation, turn-taking and awareness of others. Individual regulation and sensory support remain available so pupils can participate successfully. 

Building learning over time 

Learning is carefully sequenced, moving from familiar experiences towards broader understanding and more independent application. 

Repetition helps pupils consolidate skills. Adults vary resources, people and contexts so that pupils can use their learning beyond the situation in which it was first taught. 

As pupils move through the key stages, content and experiences become broader and remain age-appropriate. The level of challenge reflects each pupil’s developmental understanding, communication and readiness to learn. 

Personalised targets keep attention on the intended learning. We consider whether pupils understand a skill, can use it purposefully and can apply it with less support. 

Independence and preparation for life 

Functional learning runs through the school day. Pupils develop the communication, organisation, self-care and problem-solving skills that support greater participation in their own lives. 

We help pupils build confidence in making decisions, completing routines, managing change and engaging with others. These skills support future learning, relationships, leisure and community participation. 

Recognising progress and working with families 

Progress includes acquiring new skills, becoming more independent and applying existing understanding in different situations. 

Staff use assessment, observation and Evidence for Learning (EFL) to review pupils’ achievements and identify next steps. Families share how skills are developing at home, helping us build consistency and recognise progress across settings. 

Our aim is for learning to become increasingly useful, meaningful and accessible in each pupil’s everyday life.