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Key Stage 3

The Achievement Pathway caters for students in Years 7, 8 and 9, with approximately 15 per group. Most groups are housed in our purpose-built Learning Resource Base (LRB), which accommodates students with a diverse range of learning needs. Some students with Education Health and Care Plans will join the pathway having been allocated a specific LRB placement when transitioning from Key Stage 2. (Please see criteria for LRB placement at the end of this document).

The students’ abilities are regularly reviewed and students may move across Pathways.
Each class is staffed with a teacher who delivers a differentiated curriculum consisting of English, Maths and Humanities subjects and Learning Support Assistants who support students according to their needs. Students are taught other subjects (Science, Technology, ICT, Creative and Expressive Arts and PE) by subject teachers in specialist areas. In addition, each Year Group will participate in Forest School sessions. This is an outdoor learning lesson which develops social interaction and confidence which in turn supports students to progress across the curriculum.

In Year 7, the groups are streamed.  The students who can work with more independence, Year 7 Achievement Plus, are taught by a wider range of teachers, with a view to transitioning students to the Success Pathway. The Achievement Pathway teachers focus on English and Literacy skills with these students, to support their potential move.

Our students are diverse and their needs are supported through the use of information from Key Stage 2, external professionals, our own testing and observations, and input from the students themselves and their families.  We produce an Individual Support Plan (ISP).  This details in class strategies which help them to work towards their goals and fulfil their potential.  Students are praised and rewarded, which raises confidence and self-esteem and in turn the desire to continue to succeed. Staff organise enrichment activities, including days out and competitions, to further enhance the students’ learning experience.

High importance is placed on core Literacy skills.  Diagnostic testing is used to highlight gaps in students’ knowledge and these are addressed through a range of interventions and teaching techniques as well as empowering pupils to help themselves with modelled strategies.  Students will receive additional support during period 1 (tutor time) to work on other areas of need and to consolidate the work achieved in class.

Key Stage 4

When students reach Year 10 they will embark upon a different journey known as the Foundation Learning Tier. Students have a Foundation teacher who they become familiar with as well as LSA support in class. Classes are small, with a maximum of approximately 16 pupils. This teacher delivers a 2 year course comprising of English and Maths functional skills. In addition, a range of additional qualifications will be offered, dependent on the cohort, including Entry Level Certificates and BTECs, such as Art and History. Students will take Entry Level and Level 1 qualifications in Years 10 and 11 and may have the opportunity to access some GCSEs, where appropriate. Qualifications in DT, PE and Science are delivered to students by subject teachers from those departments. We aim to personalise learning in order to engage students and to ensure they fulfil their individual potential.

High importance is placed on English and Maths, as progression in these subjects gives students the skills and qualifications needed for the future and gives students more choice when progressing into Post 16 education. Individual Support Plans are used in Foundation to ensure students’ needs are highlighted to all staff and that appropriate interventions and strategies are in place to support progress.
Throughout their time in the Achievement and Foundation pathways, students will develop a trust and bond with staff that is not always easy to achieve in a large secondary environment. This creates a very positive learning atmosphere and a very happy school life.

Shoeburyness Learning Resource Base

The Local Authority’s Special Educational Needs Panel will consider students with Education Health and Care Plans (EHCP) for admission to the Learning Resource Base and will take into account the following criteria:

  • Progress will be limited and cross most areas of development
  • They are likely to have a significant learning disability
  • They may have significant needs with self-help, personal care and independence skills
  • They may have medical, sensory or physical needs:
  • They may have significant nursing needs associated with their physical disability or medical conditions. They may require, for example gastrostomy feeds, catheterisation or tracheotomy care, intensive daily heath care input.
  • Students may have deteriorating and life-limiting medical and physical conditions requiring considerable physical and emotional support for themselves and their families.
  • Students may require assistance in relation to their mobility needs, having a low level of independence of mobility; others may develop independence of mobility e.g. through the use of electric wheelchairs.

The curriculum to meet the provision described in students’ statements/Education Health and Care Plans will include:


  • The students will be working with peers, with regular targeted teaching in a small group. 
  • A differentiated curriculum with modified level, pace and approach with access to structured literacy and numeracy programmes as part of delivery of the national curriculum;
  • Small group or individual teaching on a daily bais to ensure understanding and to assist in expressing views and to take account of additional difficulties;
  • Programmes and support to develop cognitive skills and reasoning
  • A high level of pastoral support to avoid undue distress and anxiety;
  • Support for practical activities and to assist mobility in class;
  • Materials to facilitate access to the curriculum; 

Some students will need emphasis on language, understanding, personal independence and literacy, numeracy and life skills work with:

  • A consistent, structured environment with direct teaching.
  • Core skills will be appropriately differentiated and different methods of delivery will be employed.
  • Older pupils will require greater attention to work skills, personal and social goals and practical applications.

Specialist resources/equipment needed to meet students’ identified needs:

  • Access to ICT and specialises materials as required.
  • Access to specialist advice from within school.
  • Access to high quality technical and curricular aids to extend skills and motivate pupils. Direct teaching schemes, specific specialist programmes for learning needs.
  • Strong community and parent involvement and real life settings.
  • Access to a withdrawal area and/or sensory room.
  • Buildings that ensure safe mobility and access for students using a variety of equipment including wheelchairs and frames

Rachael Roberts
LRB Head of Faculty