At St Nicholas School, our Cedar Pathway is designed for children who benefit from a sensory based curriculum and have high support needs. The curriculum is enriched with multi-sensory opportunities tailored to meet individual needs. Through a blend of individual and group work, students engage in a variety of sensory activities in a personalised manner. We use the engagement model to ascertain what motivates our students to learn to ensure they are getting high quality, bespoke lessons.
Therapeutic interventions such as MOVE, Active Ed and SHINE are integrated into our daily routines with the support of physiotherapists, occupational therapists and speech and language therapists. This ensures a holistic approach to development and well-being. Where appropriate, students participate in inclusive activities alongside their peers, fostering social interaction and community integration.
Independence and self-help skills are also integral to our approach where appropriate. We believe that even the smallest step towards independence has a huge impact on wellbeing. Our curriculum emphasises communication, interaction, choice-making, and familiar, consistent activities to support students in becoming as independent as possible. Staff ensure that daily routines provide opportunities for students to communicate and participate to the best of their abilities.
Curriculum Information
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Communication and Interaction: Students benefit from a responsive environment where their attempts to communicate are encouraged and valued. Using sensory activities such as Intensive Interaction, sensory stories, Tac Pac, and music, students are provided with opportunities to respond to events, interact with others, and express preferences and choices. We encourage the use of Makaton, communication aids, VOCAs and eye gazes to support communication.
Cognition and Learning: Through repeated exposure to multi-sensory and interactive activities, students are supported in exploring and understanding their world. Activities like resonance boards, Sensology, and switch work help students use their senses to respond to stimuli, explore their environment, and realise their ability to influence it. Some students may also benefit from a more structured approach where we use individual workstations and small group learning. They may also benefit from our attention autism sessions which promote curiosity and communication.
Sensory and Physical: Students are offered various physical activities to enhance body awareness, fine and gross motor skills, and mobility. Each student has a customised physical program created by physiotherapists, occupational therapists and our MOVE and Active Ed team, which includes stretches, postural changes, and specialised equipment to develop and maximise each unique child’s independent movement. Programs also incorporate sensory massages, Tac Pac, rebound therapy, hydrotherapy, and sensory stories to stimulate vision, hearing, taste, smell, and touch.
Well-being: A key focus of our curriculum is the well-being of each student. We provide a nurturing environment that supports confidence, self-esteem, and emotional health. Our holistic approach ensures that all students feel valued and cared for, promoting a sense of security and happiness that is essential for their overall development.
Overall, our Cedar Pathway is committed to nurturing independence, enhancing communication, and ensuring the well-being of all students. We aim for our students to become:
Engaged leaners Responsive communicators Active participants
The following classes are within the Cedar Pathway
Cedar Pathway
