The Bridge School

3I's

3 x Is Curriculum statements

For each of our curriculums we have a statement of our intent (the why we do what we do), the implementation (how we do it) and the Impact (has what we have done made a difference).

Partnership Department

Context: Our partnership department is set by destination in that all our students are returning at some point to their next school. We have excluded students at secondary on a fairly short 12 week turnaround before they are allocated their next school and primary on normally longer, 2 terms.  Because the primary provision is longer, fixed and more stable we can incorporate a small group of primary EHCP consult students within.

This department also works directly with mainstream schools with students identified at risk of exclusion thorough partnership programs and pieces of work (see our partnership directory). We can go into to schools to work with students and advise staff or they come into us. Partnership work can be anything form sessions each week over a term to a day or fixed period full time in reach.

 

Primary Curriculum – (This included our primary EHCP Group)

The INTENT of the primary department is firstly to return all PEX students to their next school setting and secondly to provide a permanent base for students that have been allocated to us through the EHCP consultation process.  Our aim is to provide a positive and stabilising setting that equips them for success throughout their educational journey.

Our intention is that all of our children will be:

  • Be confident, independent and resilient; displaying a thirst for learning
  • Re -engage all pupils as learners
  • Inspire and motivate pupils, fostering a curiosity to learn
  • Enable all pupils to make progress from their individual starting points and to have success in learning underpinned by a focus on developing pupils’ social development, emotional wellbeing and mental health
  • Have a strong curriculum focus on the facilitating subjects of English and Mathematics
  • Allow pupils to explore subjects beyond the core curriculum
  • Support all pupils to lead healthy and safe lifestyles

 

The IMPLEMENTATION of the primary provision is through a combination of both academic and social teaching and learning within a small-scale provision with high staff student ratios.  We use a nurture network approach and all staff are competent in emotion coaching.   On entry we assess students’ academic and SEMH needs through a series of baseline assessments.  We offer a full sequential primary curriculum across all the year groups which includes:

  • English
  • Mathematics using White Rose
  • Science
  • PSHE using Jigsaw
  • Religious Education
  • ICT
  • Sport
  • ODE

We enrich this through use of targeted interventions such as Sound Write, Talk Boost, Social thinking, ELSA and Zones of regulation.  Additional we ensure movement breaks are incorporated into the day on a regular basis.  We have mixed age classes of children, many of whom are not working at age related expectations. It is therefore crucially important that our curriculum is flexible enough to enable us to meet a wide range of needs.

We also link with partner agencies such as Speech and Language and OT to ensure that the correct support for the students is in place. Additionally, we have a close relationship with social care thus ensuring that the SEMH needs of our children are met. 

The IMPACT of the primary provision is measured in 3 ways:

  • PEX students are successfully transitioned to their next educational placement.
  • CONSULT / PEX students make measured progress in all areas of the curriculum.
  • Students are able to form meaningful relationships based upon mutual respect and trust, recognising and celebrating difference, not only within the school community, but in the wider world as well.

 

Day 6 Curriculum for Secondary PEX students

The INTENT of the Day 6 Provision is to return all PEX students to a new school setting within a 12-week period, whether this is mainstream or specialist provision. On arrival we aim to gain a clear understanding of the students’ needs in relation to both their academic ability and their social emotional needs. It is also the INTENT of Day 6 Provision to build relationships with the students and their families to help them through this most difficult and challenging of times and to ensure the transition to their new placement is as smooth as possible and to reengage them with their learning. We are also committed to supporting the receiving school to make the transition as successful as possible to ensure that the student remains stable within their new setting.

The IMPLEMENTATION of the Day 6 provision is through the curriculum. This is a combination of both academic and social teaching and learning within a small-scale provision with high staff student ratios. We use a nurture network approach and all staff are competent in emotion coaching. On entry we assess students’ academic and SEMH needs through a series of baseline assessments. We offer a 12-week program (3 x 4-week block program) for new referrals to drop into at any point. The time table consists of:

  • · English
  • · Math’s
  • · ICT
  • · Science
  • · PSHE / RSE
  • · Sport
  • · Art
  • · Food Tech
  • · CEIAG
  • · ODE

We assimilate and report on progress and advise the receiving school on strategies for inclusion. We also write EHA’s to draw down support from outside partner agencies for education such as FIS, CSC, Speech and Language and CAOT. This assessment information can also contribute to the EHCP if appropriate.

The IMPACT of the Day 6 provision is measured in the successful transition of the student to their new school placement.

 

Partnership Outreach & Intervention

The INTENT of the Partnership provision is to build relationships and work alongside all the mainstream primary and secondary schools in the Sedgemoor area by providing them specialist SEND and SEMH knowledge and support to ultimately reduce the number of PEX students. It is our INTENT that we do this, through giving them fair and equal access to partnership intervention programs, work and advice and guidance at our specially dedicated Partnership Panel meetings, which are held on a regular basis.

The IMPLEMENTATION of the Partnership provision has several guises as outlines below:

  • Management advice and guidance through SEND audits
  • Planning meetings with senior staff
  • Observations
  • Outreach and in-reach work directly with students through carefully considered interventions in the form of programmes such as RISE, ODE and PIP.
  • Report writing from the in-reach / out-reach work outlining future strategies and pupils learning profiles to support schools in building pictures of evidence which can also contribute to the EHCP process if appropriate.
  • Increasing school’s awareness of partner agencies such as SASP, Escape Lines and Equus.

The IMPACT of the Partnership provision is measured by the successful re-engagement of the student within their mainstream provision and overall the reduction of PEX students within the Sedgemoor area.

 

CORE KS4 Curriculum -

Context:

Within our CORE (KS4) department we have three distinct groups: Pillars, Bridge and New Prospects.

We recognise that for many of our students at Bridge School their journey through school so far has been difficult and some students simply are not ready to access education in the classroom – so we need to be different. We recognise that this PILLARS curriculum and approach will look different to conventional KS4 curriculums but these students need different in order to transition from a cycle of failure to a culture of success.

Students in the PILLARS group are those who have been identified as needing an extra level of support in addition to our core offer, in order to help them to overcome their individual barriers to learning. The approach to their learning needs to be different. The PILLARS group offers a reduced programme which focus’ on building the foundations of social and emotional skills that will lead them to then be ready to access a more conventional curriculum in Bridge and /or New Prospects. The PILLARS curriculum is strengthened with support from a number of external agencies such as: Pyramid Mentoring, REACH, Bridgwater Town FC and the YMCA.

The three curriculums are sequential and movement between each is fluid; students in the PILLARS group for example can seamlessly transition to either the BRIDGE or NEW PROSPECTS curriculum based on their needs. The nurturing, needs based PILLAR approach to learning is embedded into all three curriculums.

The PILLARS curriculum adopts an individualised, nurturing approach to learning - centred around the wellbeing, interests and needs of the child, where we recognise and celebrate each individuals’ strengths and successes. We aim to create personal growth and post-16 aspirations in each of the young people in this group through engaging activities and individualised support.

PILLARS Intent: Engage, Overcome, Succeed.

The INTENT of the PILLARS curriculum is to engage children in organised, accessible, relevant and meaningful activities. These activities will aid in developing skills in resilience, responsibility and respect. In turn, by enhancing the “self” we will help to re-engage all students as learners who can then access Bridge and / or New Prospects.

We aim to know our students well, and by developing positive relationships we know their strengths, interests and needs; therefore, allowing us to make the best possible personalised offer to them.

We aim to ensure our young people overcome barriers in attendance and relationships by creating a sense of belonging where the young person’s basic needs are being met and keep them safe.

The skills developed as learners and as people through the FOCUS curriculum, will help enable these young people to be confident and succeed in appropriate, positive and sustainable post 16 destinations.

 

PILLARS Implementation:

The curriculum is IMPLEMENTED by the welfare team who create an inclusive environment where everyone can be successful. Supported by approved external agencies, activities are chosen to help address individual SEMH needs and offer a broad range of experiences.

Working in small groups, with a high ratio of staff, students are exposed to a range of alternative activities which focus on key skills that will help them to successfully transition onto their next steps. Activities will be focused around students meeting expectations and following instructions, appropriate communication (including online), keeping themselves and others safe, attendance and punctuality and being ready for the next step. For example, students will be working with players from Bridgwater Football Club to develop team working and communication skills, they will access a local gym to improve their physical and mental health, they will participate in work experience in areas of interest and will complete CSCS card training.

PILLARS Impact: the outcomes pupils achieve as a result of the education they've received:

  • Students will attend every session, on time.
  • The student will behave in a way that is safe for themselves and others.
  • Sessions are calm and purposeful – where a culture for learning develops organically through curiosity and exploration.
  • Students will enjoy their sessions and be willing to try new things.
  • The health and well-being of the students will improve – diet, sleep, exercise and mental health as their basic needs are fulfilled.
  • Barriers to learning will be reduced allowing for progression onto Bridge and New Prospects or appropriate post 16 destination.
  • Students will have the skills to develop, and sustain, positive relationships with adults and peers

 

BRIDGE group context:

We recognise that for many of our students at Bridge School their journey through school so far has been difficult and whilst some students simply are not ready to access education in the classroom many are, and with the right support and curriculum in place can access a range of vocational and academic subjects alongside the SEMH work needed.

We recognise that this BRIDGE curriculum and approach to learning will look somewhat different to a conventional KS4 curriculums but these students need an alternative offer in order to transition successfully into New Prospects or onto appropriate post 16 destinations.

Students in the BRIDGE group are those who have been identified as needing an extra level of support in addition to our core offer, in order to help them to overcome their individual barriers to learning. The approach to their learning needs to be different.

Students in BRIDGE are those who present inconsistent behaviours – either positive or negative - and can, at times have a detrimental impact on the learning environment for others and themselves.

Through a nurturing and supportive routine, that recognises their need for greater social, emotional and mental health support in order to engage in academic subjects, students are able to achieve. Their specially adapted timetables include provision of more 1:1 focused intervention, smaller group

sizes, shorter lessons and an abundance of team building and self-esteem raising activities. The students receive daily lessons in the core subjects and may chose additional subjects to study, such as BTECs in Food and/or Sport.

 

BRIDGE Intent: Reflect, Re-set and Resume:

The INTENT of the BRIDGE curriculum is to provide an environment in which children who feel disengaged are able to regain focus and move forwards positively towards their post 16 destinations. Students will be encouraged to reflect on choices they have made and the impact of those choices not only on themselves but the impact to others. We explore where things have gone wrong in order to equip the students with vital communication skills and greater awareness of social acceptability. Students receive individualised support addressing their behaviours of concern to allow them to re-set their mindset and aspirations. This enables them to resume learning with clear direction and purpose – whether that be onto New Prospects curriculum or onto post 16.

 

BRIDGE Implementation:

The curriculum is IMPLEMENTED at our Albert Street site. There is a small core group of full-time staff who deliver the majority of their learning, with subject specialists timetabled to support as required.

Students are taught in small groups with 1:1 provision allocated as needed. We recognise the need to be flexible when supporting individuals so a member of the Welfare Team and an LSA are on-hand to provide support.

  

BRIDGE Impact:

  • Students will engage meaningfully in their lessons, giving them the best possible chance of achieving their end of year 11 target grades.
  • We develop a love of learning through relevant and engaging curriculum.
  • Students become resilient enough to take risks.
  • Students can work in pairs / small groups to enhance learning and progress.
  • The students will behave in a way that is safe for themselves and others.
  • Sessions are calm and purposeful – where students show respect for one another, for staff and for their surroundings.
  • Students will gain confidence and greater levels of self-esteem as they achieve realistic, clearly defined goals.
  • Barriers to learning will be reduced allowing for progression onto New Prospects or appropriate post 16 destination.
  • Students begin to plan for their future.
  • Students will have the skills to develop, and sustain, positive relationships with adults and peers.

 

NEW PROSPECTS Group Curriculum context:

We recognise that for many of our students at Bridge School their journey through school so far has been difficult. However, for a large proportion of our students they simply need an alternative environment to mainstream school and different working conditions to succeed. The New Prospects group have access to a wider range of academic and vocational subjects and qualifications. The

expectation is that they will be in the right place, at the right time, doing the right thing in order to achieve their best.

The NEW PROSPECTS curriculum and approach to learning will look similar to conventional KS4 curriculums but the environment and some expectations are different and more focused on creating a setting that will resemble post 16 destinations.

Students in the NEW PROSPECTS group are those who have been identified as needing an increased level of support to what is available in mainstream settings but are in a position where they independently (with support) want to attempt to overcome their individual barriers to learning.

All Students at the CORE department as a whole have undoubtedly faced challenges in accessing a mainstream educational provision and can, at times, externalise their frustrations negatively. Challenges faced by students at New Prospects are often internalised rather than presented externally as seen at Pillars and Bridge. Struggles can relate to undiagnosed special educational needs, gaps in their academic learning, mental health concerns and social and emotional issues.

 

NEW PROSPECTS Intent: Equip, progress, succeed.

The intent is clear – we equip the learners with the skills and qualifications that they need to progress, and be successful in the next stage of their lives, in a supportive, nurturing and safe environment focused on recognising achievement and supporting progression.

We look at what is available locally post 16 - what opportunities the students have available to them in terms of FE/apprenticeships/employment etc and work backwards. Understanding the context helps determine the subjects that we teach, whilst allowing the offer to still be broad enough as to not limit their future options. Each subject area includes enriching experiences to support the curriculum as well as lifelong learning.

NEW PROSPECTS Implementation:

The curriculum is IMPLEMENTED by the whole CORE staff team who move across sites and create an inclusive, safe environment where everyone achieves. Students work in small groups between 3 and 5 students per class, access 6 x subject lessons and 1 x reading/tutorial/ assembly session each day. All work towards an accredited package of GCSEs, Functional Skills and BTECs plus AQA unit awards.

We have created a family atmosphere with staff supporting pupils throughout the school day. PSHE / RSE is an integral part of our curriculum and is reflective of issues that face and challenge our young people today. We work with a variety of agencies to support the emotional, social and mental well -being of our students.

We base our principles on nurture so there is a focus on understanding behaviour, improving communication and developing self- esteem.

 

NEW PROSPECTS Impact:

  • Students will be engaged in their learning.
  • We aim for students to leave here with a core of 4/5 qualifications.
  • A culture for learning will be apparent around the centre.
  • Student progress is monitored and next steps identified.
  • Students will be proud of their achievements and share their talents.
  • Students will enjoy their sessions and be willing to try new things.
  • Barriers to learning will be reduced allowing for progression onto appropriate post 16 destinations.
  • Students will have the skills to develop, and sustain, positive relationships with adults and peers.

 

Secondary Complex Needs Group context:

Small number (5) of KS3 high needs complex students placed with an EHCP through consult. Requiring a full SEN curriculum and provision.

Secondary Complex Needs Group – Intent:

Our intention is to ensure that all children receive a high quality and ambitious education regardless of need. We aim to equip our learners with the tools needed to become independent, inquisitive learners both in and out of school. Through high quality planning and teaching we:

  • Ensure all the children have access to a broad, balanced and differentiated curriculum which considers the local area and their own interests.
  • Develop children’s independence and life skills
  • Create a nurturing, safe learning environment that is accessible to all.
  • Provide an inclusive environment throughout the school so that the children can benefit from wider opportunities available throughout BSS.
  • Ensure the development of the young person’s own understanding of their SEMH and SEND needs and how to recognise and regulate their feelings and emotions.

Secondary Complex Needs Group – Implementation:

The curriculum delivery will be both consistent and flexible to build routines, but to also take advantage of alternative learning opportunities that are accessible to the students, particularly in sport and vocational subjects such as cooking and DT.

The curriculum is delivered by a qualified teacher and supported by skilled support staff.

The environment is inclusive to everyone and all successes are celebrated and an understanding of the importance of perseverance and learning from our mistakes is developed in a safe and supportive environment.

Students will work in small groups, or individually, with a high ratio of appropriate staff on a curriculum built around key skills for them as learners. Each half term will be project based and will focus on the 8 key areas of development appropriate for SEN learners:

My Communication

My Language and literacy

My numeracy

Learning for life

Myself and others

My Body

My World

My Imagination

Each student will have termly Personal Learning Targets based on the eight areas of development whilst taking into account their individual needs identified in their EHCPs and learning styles.

Clear expectations are set and pathways to success identified to allow students to build on their existing knowledge and explore their learning in a variety of ways and contexts. Learning is kept relevant and dynamic to assist all students to engage successfully and build their self-esteem as leaners, increase their understanding of key concepts (both academic and social) and feel valued.

Secondary Complex Needs Group -Impact:

  • Children in the complex needs group will be happy and will want to come to school.
  • They will develop academically and socially through their targeted provision.
  • The health and well-being of students will improve and they will have a greater awareness of how to keep themselves healthy, how to keep themselves safe and how to build (and maintain) positive and healthy relationships with their peers and others.
  • The children will demonstrate high levels of engagement in all activities.
  • Children will feel safe to participate in activities within the wider school community.
  • On leaving the complex needs group children will have developed good independence and life skills that will help them to access their next provision.

 

Remote virtual / blended curriculum

Implementation of remote curriculum:

We have a remote learning curriculum for medical students unable to access the sites and occasionally for students due to extreme behaviours or statutory reasons that also makes them unable to access the site or be with the main cohort.

This has to be relevant, differentiated and sequential and mirror that they would have received in class. We were very aware that our students in particular were at risk of huge setbacks during lockdown. Some students (medical) will access virtual learning, but many won’t and benefit from paper work packs.

We are looking to develop blended learning with a combination of virtual delivery and social / welfare groups on site for those students for whatever reason are unable to access fulltime provision on site.