Stability

Structure · Containment · First Connection

What & Why

The Stability pathway supports pupils who are beginning to access learning within a classroom environment and develop positive relationships with trusted adults. Pupils may initially require high levels of individual support, including one-to-one provision, as they build confidence, regulation and readiness to engage with others. The curriculum is carefully adapted to pupils’ individual starting points and needs, enabling them to experience success, build their knowledge and progressively increase their engagement and independence in learning.

Our Approach

A relational and highly supportive approach, centred on developing trust, regulation and successful engagement with learning. Pupils access a calm, predictable and carefully structured classroom environment, designed to reduce barriers and enable them to feel safe and ready to learn. Increased adult support, which may initially include one-to-one provision, helps pupils establish positive relationships with trusted adults. Learning is carefully structured, scaffolded and adapted to pupils’ starting points, with clear routines, manageable expectations and regular opportunities for success. As pupils develop confidence, security and readiness, the environment and level of adult support are gradually adapted to promote greater interaction, participation and independence in learning.

Timetable Focus

  • Structured academic learning within clear routines
  • Regular regulation breaks built into the day
  • Supported interaction with peers
  • Beginning to experience learning alongside others

The Environment

🗂️ – Structured workstations
🔒 – Clear, calm boundaries
👥 – Reduced peer pressure
🌉 – Opportunities for shared learning
Foundations
Stability
Connect
Ignite

“The school is highly ambitious for all its pupils, regardless of their past experiences or current challenges.”

OFSTED

“Pupils value the positive environment at Brompton Hall. They say that teachers know them well and help them feel safe.”

OFSTED

“Pupils quickly gain the knowledge and skills they need to become confident, fluent readers.”

OFSTED

“Behaviour has improved over the last academic year and staff are increasingly proactive in their support.”

OFSTED

“Significant improvements in pupil support and the curriculum are evident.”

OFSTED

“Staff ensure the right support is in place to meet each pupil’s social and emotional needs.”

OFSTED

“There is a growing culture in which positive relationships help pupils to engage with their learning.”

OFSTED

“Lunchtime clubs and enrichment activities help pupils improve social skills and build friendships.”

OFSTED

“Staff appreciate the growing strength of communication and support for their workload and well-being.”

OFSTED

“Older pupils receive high-quality careers guidance, including college visits and apprenticeship information.”

OFSTED