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Curriculum

One of our principle aims is to provide a curriculum that is appropriate to the needs of each individual. With this in mind each pupil or student has an individual programme drawn up by the teachers in consultation with parents/carers and the multi-professional team.

 

The curriculum extends across all aspects of the school day. Teaching is not confined to the timetabled lessons and opportunities are sought at any time to capitalise on the right moment to teach, reinforce or develop a new skill. For example, motivation is often high during a drinks session, lunchtime, playtime or visit into the community.

 

All pupils will have access to the full range of subjects; Communication/English, Maths, Science, Physical Education, Computing (using computers, switches and communication aids), Religious Education, Personal Social & Health Education, Art & Design Technology, Music and Humanities. 

 

The school sometimes receives additional funding from the DfE to support specific aspects of the curriculum or particular groups of pupils.

 

We receive Pupil Premium funding for all pupils who are Looked After by the Local Authority, or are eligible for free school meals or whose parents are serving in the armed forces.

 

You can see how we spend our Pupil Premium funding on the About Us Tab on the Key Information Page.

The school also receives PE and Sport Funding from the DfE and you can find out how we spend this funding also found on the About Us Tab on the Key Information Page. 


A small amount of additional funding for Year 7 Catch-up is also given to the school.


Pupils in the Foundation Stage, Key Stage 1 and 2 will have the curriculum delivered in a primary model by a class teacher supported by a team of teaching assistants. Most lessons will be delivered in the classroom but others will take place in the specialist areas such as the multi-sensory room, softplay room, visual stimulation room, swimming pool or outdoor play/learning spaces.


Students in Key Stage 3 and 4 will follow a more secondary model of curriculum delivery. Maths, Communication and PSHE are delivered by the pastoral team with subjects delivered by

subject specialists. 

Students in Key Stage 4 will also access vocational courses through Foundation Learning and Work Related Learning within school and also with local post-16 providers.

 

Our Further Education (FE) students also follow a Foundation Learning and Work Related Learning curriculum which is designed to develop their independence skills and preparation for adulthood and life after school.

The approach taken to delivering the curriculum will depend on the individual needs of pupils and students. For some it will involve an emphasis on sensory experiences and for other it will involve the use of a structured learning environment.

We use the Oxford Tree Reading Scheme for those pupils who are learning to read as well as key words that may be encountered in the community from the social sight vocabulary. Literacy skills are developed for all pupils through the use of symbols and the Picture Exchange Communication Scheme (PECS).

 

Due to the nature of our pupil’s special needs, following a phonics programme is not ideal.

With the support of the speech and language therapists a functional reading programme has been written which focusses on whole word recognition. Once pupils are consistent in their understanding of the meanings of words they will then access an appropriate reading scheme such as Oxford Reading Scheme. At present the reading programme uses ‘A Busy Day’ by Rosemary Starrett.

 

Assessment & Progress
We are proud of the excellent progress our pupils make and measure this using the Foundation Stage Profile, Development Matters milestones, for Nursery and Reception aged children and P-Levels for the children in Key Stages 1, 2, 3 and 4. When using P-Levels we can compare the progress our pupils make against other children in special schools around the country using a computer program called CASPA and also data that is supplied by the Department for Education. You can see the DfE data on the About Us Tab on the Key Information Page.
 
 

CASPA End of Year Analysis July 2017

All comparisons are made against expected progress in CASPA for the whole year.

This table enable a “quick at a glance” comparison of the percentile progress made by different cohorts of pupils at the school. 

 

percentile progress

 

 

Overall

Gender

CIC

Ethic Background White British

Ethnic Background other than White British

Free School Meals

 

Pupil Premium

Category of Need

 

M

F

 

 

 

 

 

PMLD

SLD

ASD & SLD

Exceeding expectations

10%

(9)

10%

(7)

8%

(2)

25%

(2)

9%

(5)

12%

(4)

9%

(2)

13%

(4)

25%

(1)

4%

(1)

12%

(7)

Maintaining

expectations

74%

(67)

72%

(48)

79%

(19)

75%

(6)

75%

(42)

71%

(25)

77%

(17)

77%

(23)

75%

(3)

81%

(21)

70%

(43)

Lower than expected

16%

(15)

18%

(12)

21%

(3)

0%

(0)

16%

(9)

17%

(6)

14%

(3)

10%

(3)

0%

(0)

15%

(4)

18%

(11)

 

 

 

 

 

84% of pupils at The Bridge School make expected or better than expected levels of progress when compared to other pupils in the CASPA Data Set.

 

 

Here is the CASPA data for the past three-year period.

 

CASPA

2014/15

2015/16

2016/17

Better than Expected

25%

15%

10%

Expected

71%

77%

74%

Less than Expected

4%

8%

16%

 

 

Further information about our curriculum can be found by looking at our School Prospectus.   

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