The Bridge London School is uncompromising in its commitment to Safeguarding and promoting the welfare of children and young people; all staff and volunteers are expected to share this commitment. Successful candidates will be required to complete an enhanced DBS disclosure.
To read our Safeguarding Policy, please click here
Our work with parents includes a wide range of interactions
One to One meetings Parents Support and Information Sessions Termly parent reports Parents evenings Parent workshops Parenting programmes Parent governors
We also sign post appropriate provision through our strong links and working relationships with a range of support services such as; Islington’s Disabled Children’s Team, Family Support Workers at Centre 404 and the Family Action team.
The Parent Support Group – The Bridge Primary
The Parent Support Group on the primary site was set up to provide a strong and consistent link between staff and parents. The aim of this group is to offer a friendly, welcoming environment in which parents feel comfortable and are able to discuss any concerns or issues outside of school.
The Parent Group that meets on the primary site is available for all parents, not just those with primary age children. This group runs sessions on subjects requested by parents relating to their children’s education. Examples include communication [signing and PECS resource making], Personal, Social and Health Education and Sensory Integration. They also go on trips to such places as The London Eye, Hyde Park, Covent Garden and spend time in school jewellery-making, glass-painting and bag-making.
The Parent Group encourages parents to develop their own skills and to give them the confidence to move forward with their own learning.
The Parent Support Group – The Bridge Secondary
The Parent Group at the secondary site meet six times a year to discuss a variety of topics which include: how to access clubs, after school services and direct payments, communication difficulties and how to overcome them, sex education, looking at behaviour as a means of communication, creating and maintaining friendships, Makaton and PECS and extended school services.
Translators are provided for parents who request this service and where possible a guest speaker or representative from an outside agency connected with the topic under discussion will come and speak at the meetings.
From these meetings many parents have made connections with each other and go on to meet regularly away from school. If parents would like to attend the Parents Group at secondary they should contact email@example.com
Sixth form parents meet separately six times a year discussing transition and preparation for life after school. Contact firstname.lastname@example.org
The Parent Support Group – Satellite School
The aim of this group is to offer a friendly, welcoming environment in which parents feel comfortable and are able to discuss any concerns or issues outside of school. The Parents Group meets at the Hungerford site and is available for all parents, primary and secondary. This group runs sessions on subjects requested by parents, for example, language and communication, looking at behaviour, sleep, transitions, sensory differences. The School therapists support the Parents Group and are available to give advice and training to the parents when requested.
If parents are interested in attending the parents group they should contact Lorraine on the following email email@example.com
What We Do
Teaching schools are outstanding schools that work with others to provide high-quality training and development to new and experienced school staff. They are part of the government’s plan to give schools a central role in raising standards.
Teaching schools have a crucial role in driving school improvement through leadership in developing a self-improving and sustainable school-led system. Teaching schools are centres of excellence, taking a focused role that prioritises core or key objectives. Originally holding six priorities known as The Big Six, this has since centred upon three; Initial Teacher Education, Continuing Professional development and School to School Support.
The teaching schools initiative began in 2011, marking a shift towards more school-centred training and development. The programme gives outstanding schools the opportunity to lead a group of schools, working with other partners including at least one university, to deliver high quality support for teachers and leaders at all stages in their career.
Create a strong supply of new teachers that understand their community
Develop innovative leaders and grow the next generation of heads
Support schools in challenging circumstances to guide improvement
The Big 6 becomes 3… or does it…
Teaching schools initially utilised their experience, leadership and specialist capacity to support schools in six key areas, known as The Big 6. Following successful implementation over the years, three of the original objectives are now generally regarded as embedded practice; Succession Planning, Specialist Leaders of Education and Research.
- Initial Teacher Education
lead role in recruiting & developing new teachers
- Continuing Professional Development
peer-to-peer professional & leadership development
- School to School Support
provide & coordinate support for other schools
- Succession Planning & Talent Management
identify & develop leadership potential
- Specialist Leaders of Education
SLE designate & broker specialist leaders
- Research & Development
engage & lead in educational research
We understand and accept the revised focus and drive for the three Teaching School priorities [1 – 3 above] but still feel there is work to be done across The Big 6 in total. We also support the move away from the term Initial Teacher Training to the more accurate Initial Teacher Education, acknowledging the depth and commitment to this level of professional achievement.
Specialist Leaders of Education
Specialist Leaders of Education (SLEs) are outstanding middle and senior leaders who have the skills to support individuals or teams in similar positions in other schools.
They understand what outstanding leadership practice in their area of expertise looks like and are skilled in helping other leaders to achieve it.
Our superb SLE’s are currently:
Rosie Whur Curriculum Leadership in Special & Mainstream Eva Stokes Early Years, SEN Louise Heard Early Years Caroline Patrick Early Years Daniele Borghi SEN Menita Sekhon SEN Amy Naylor SEN
To get support in any of these areas, please contact firstname.lastname@example.org
- Initial Teacher Education
UCAS is open for applications – Apply Here
Information required for your application form
- Training provider name: The Bridge London TSA
- Training provider code: 1W6
- Training programme code: 37P2
Why The Bridge?
The Bridge is a major provider of professional development in the UK in the field of education, both special and mainstream, holding a reputation particularly in the fields of Learning Difficulties and Disabilities (LDD). An ‘outstanding’ National Teaching School, The Bridge has been delivering courses within its Training & Conference Centre and designing bespoke programmes since 1997.
Ours is a truly unique offer within the School Direct concept! We spent over a year finding and selecting the very best partners to assist us in bringing together a programme which blends rigour, creativity and genuine depth of learning.
Download our SD Programme Handbook for full course details.
Contact email@example.com for ANY follow up questions.
We operate as a hub for Goldsmiths University. They have been tremendously creative in developing with us the PGCE element of the course.
Our tutors have all been hand picked from the finest members of Islington’s School Improvement Team, working alongside the Best Practitioners from within our Teaching School Alliance.
We have constructed a Special Educational Needs, Immersion element which is delivered over two weeks by vastly experienced practitioners and contributors that are highly regarded in the field.
Your time will be spent between periods of taught sessions within our training facilities and at Goldsmiths University, and up to 3 placements in selected schools following consultation with you. This is intended to be a bespoke package at every stage and as much as we encourage the cohort to learn from each other, we recognise and support you as an individual.
“In terms of the journey so far, I feel that I have received incredible support from The Bridge London. I am able to begin placements feeling fully prepared due to the strength of the teaching sessions. My placement schools have enriched my training experience due to the diverse backgrounds, cultures and needs of the children I have worked with, fuelling my excitement towards leading my own class. The schools have also allowed me to appreciate the value of continuous professional development by inviting me to attend various training sessions. I feel that the course has provided me with a range of teaching experiences and I am beginning to feel fully equipped, ready to become part of a school community.”
Esther, Bridge School Direct Ambassador
Feedback from previous cohorts…..
……an opportunity to share and exchange simple teaching styles and get feedback at our approaches before being thrown in to a school. (Also gives the opportunity to steal other people’s ideas)…… Maths session was particularly excellent……the tutors gave us really good techniques for the classroom and made the sessions fun and factual……the most stand out lesson – engaging and fun, and really great resources and ideas. English sessions have been fantastic!…………practical lessons such as DT (making a racing car) and lesson/topic planning gave the greatest indication of workload, ideas, group work and creativity……
For further information please visit the Get into Teaching web pages.
Training and Conference
Our purpose built Training and Conference Centre houses a prestigious suite of rooms available for hire as a whole or individually, suitable for every event, seminar, recruitment/interview day or meeting.
Forget the hassle of off-site engagements, our central location with quick, easy access to all modes of public transport combined with value for money and a ‘service’ response aim to do the hard work for you.
We are experienced, professional but relaxed hosts with a range of regular clientele including AQA, NASEN, Department for Education and the National Health Service.
Our flexibility of space and hire periods has encouraged a number of local and national groups to establish The Bridge as a base for a range of AGM and regular Board Meetings. Whatever you’re planning, email or call us and we will create a package just for you!
Conference Room 60 in Seminar Style 35 in Cabaret Style Training Room 35 in Seminar Style 20 in Cabaret Style Meeting Room 20 in Seminar Style 12 in Board Room Style
Both the Conference and Training Rooms are equipped with fixed projectors and laptops at no extra cost and of course we supply all flip charts and reasonable stationery including photocopying. We also provide a range of refreshments and buffet lunches to meet both your needs and your budget!
Rates are based on a sliding ‘Business’ and ‘Not for Profit’ scale from £250 to £175 dependent upon your requirements and we can also offer competitive hourly and half day rates.
Bespoke & Consultancy
We offer half-day, one day or two day INSETs at your school or in partnership with schools in your area. Workshop days are especially stimulating, with trainers delivering a variety of one or two hour rotating workshops on key areas of your choice. Whether delegate numbers are 5 or 500 we can create the programme to suit all your needs.
Induction & Introduction Teaching Assistants Supervisors Playworkers SENCOs Classroom Teachers Middle Leaders Senior Leaders
1 Simply pick a course for us to create or adapt
2 Send us an email or call us up
3 We’ll take it from there
There are many occasions within today’s school that require longer term, consistent support for step change, team development or periods of transition. Our team has the expertise and experience to develop a consultancy package to meet the delivery milestones of your leadership development plans, professional development strategies or curriculum and assessment policies.
Coaching Inclusive Practice Curriculum Development Approaches & Strategies Materials & Resource APP & IEP Managing Behaviour Induction & Transition
With assured discretion we maintain a flexible and focussed approach in achieving your outcomes.
We provide expertise in development and delivery for school improvement, providing advice and guidance in one to one or team scenarios.
Whether mainstream or special school, simply email or call to see what we can do to help deliver your success.
The Bridge is a major provider of professional development in the UK in the field of education, both special and mainstream, holding a reputation particularly in the fields of Learning Difficulties and Disabilities (LDD). An ‘outstanding’ National Teaching School, The Bridge has been delivering courses within its Training & Conference Centre and designing bespoke programmes since 1997.
Our ambition is not to dictate best practice but to explore, innovate, evidence and to share. We look to do this by working in partnership with individuals who can share their perspectives, implementing models and programmes that meet the progression needs of the child as well as the adult.
We establish need through local and national agenda, through research and also respond to identified areas of individual priority. This enables us to maintain an appropriate range of programmes, from Introduction to Professional. We are sensitive to all the views of the market, evaluating especially in terms of quality and impact, adjusting both the content of courses in response to the market and also the style of delivery as appropriate.
& Voucher Scheme Download details
Day Delegate Rate
One Day Programmes £195 per delegate Two Day Programmes £295 per delegate
Substantial savings are available through our voucher scheme for schools wishing to send multiple colleagues on courses. Valid for one year from purchase.
Gold 20 vouchers at £2000 [equivalent of £100.00 per place] Silver 10 vouchers at £1250 [equivalent of £125.00 per place] Bronze 5 vouchers at £750 [equivalent of £150.00 per place]
Autumn term 2019
Supporting pupils with SEN & SpLD 17 October
AET Good Autism Practice 5 November
Introduction to Severe Learning Difficulties (SLD) 14 November
Social, Emotional & Mental Health (SEMH) 18 November
AET Complex Needs & Participation 26 November
Attention Deficit Hyperactivity Disorder (ADHD) 28 November
Team Teach (6hr Foundation course) 3 December
Teaching English & Communication in the SEN class 5 December
Spring term 2020
Autism in the Early Years 30 January
Sex & Relationships Education (SRE) in the SEN class 4 February
Supporting & Managing behaviour 6 February
Social, Emotional & Mental Health (SEMH) 13 February
AET Good Autism Practice 4 March
Teaching drama and poetry in the SEN class 18 March
AET Complex Needs & Participation 24 March
Team Teach (6hr Foundation course) 26 March
Summer term 2020
AET Good Autism Practice 11 June
Sensory Processing Difficulties & Solutions 18 June
AET Leading Good Autism Practice 26 June
Autism: Play, Friendship & Social Relations 30 June
Team Teach (6hr Foundation course) 7 July
Bookings & Enquiries
Autism Education Trust
Our London Regional Network is a collective of school based, specialist practitioners licensed to deliver the full range of Autism Education Trust [AET] programmes including Early Years, Schools and Post 16.
Alongside foremost professionals and the most innovative, active practitioners, the AET have developed national, face-to-face modular training programmes for all professionals working in all school settings. A structured, consistent tiered approach suitable for individual settings, federations, academy chains, multi academy trusts and local authorities. Sponsored by the Department for Education, the AET networks have now trained over 180,000 professionals in just 5 years.
These modules run throughout the year at The Bridge London. All modules can also be delivered in your setting. AET Making Sense of Autism (Tier 1), is available for INSET only.
At Hungerford Primary School we are proud of all of our pupils’ talents and achievements. We believe that each child is special and unique and we expect them to achieve to their fullest individual potential, both in their learning and behaviour, regardless of ability. We take pride in the nurturing of every pupil and having a positive learning environment, to provide both support and challenge to all of our children.
Our school is a two form entry primary school with an integrated nursery and strong links to local children’s centres. We are dedicated to providing the best possible education for pupils in a safe and stimulating environment. We follow a literacy rich curriculum which links arts, science and humanities subjects through engaging, meaningful themes and skills based learning.
We are located in a stunning listed building in the heart of our community, where the school has played a big part of the rich history of the local area. We work in partnership with our parents and community and are committed to providing a welcoming community atmosphere which celebrates the achievement of every child. As a school, we are always looking forward in order to find innovative ways for our children to learn.
We are delighted to welcome current or prospective parents to our school to see for yourself what we have to offer.
Head of School
Hungerford School officially become part of The Bridge London Trust on 1st May 2018. Our vision is to enable all of our students to meet their full potential whilst keeping in mind the child centred ethos that you will find in the Outstanding Special Schools within our Trust.
We believe that children learn best when they are happy and interested and treated as individuals. We use Positive Behaviour Support and Intervention in order to make sure that our school is a calm and happy place for children to learn and are working alongside Windesheim University in Amsterdam to develop this approach.
We pride ourselves on our development of the arts, music and sports as we know that all children can succeed if they are taught using approaches which are individual to their needs and talents. We provide a high level of support for all of our children and try to think creatively in order in order to help them to reach their goals.
Our aim is to create an inclusive happy, caring and co-operative school community, which celebrates learning in all of its forms. We expect excellent behaviour from our pupils and use Positive Behaviour Support and Intervention which means that we relate positively towards children at all times and teach the children how to behave well as part of our curriculum. We believe that specific, meaningful praise and a secure, nurturing environment are necessary in order to develop the child’s self-esteem and enable them to develop the confidence to learn with an open and questioning mind.
Play is an important element of our curriculum which encourages deep learning & fosters greater enjoyment of school life for children and staff. We ensure that children are able to engage in learning outside of the classroom as much as possible, taking advantage of the school grounds, the local community and the wider experiences that London has to offer. We also place a high priority on the arts, with daily singing and a high quality art provision in our attic. Our curriculum is based on the National Curriculum and the Cornerstones Curriculum, Teachers use these as a basic framework and then plan their lessons to meet the needs of the individual children.
Children learn in many different ways so we aim to teach using many different styles. Children learn individually, in pairs, in small groups or as a whole class. The classroom is silent, quiet or sometimes very noisy. Our staff are encouraged to teach in many different ways and constantly develop their teaching expertise. They are empowered to take risks in the classroom to ensure the curriculum is exciting and irresistible for the children.
What we do
The Bridge Charity works to provide for investigation and innovation in special education. Money raised through the charity also helps to develop resources across The Bridge London Trust, which cannot be funded within conventional school funding formulas. Our charity was originally founded in 1989 and called The Bridge School Parent Staff Association. Our purpose, then and now, is to enhance the learning experience of all of our children and young people across the Trust and to be a pioneer in the research and innovation which comes from working with these amazing students. Our registered charity number is 801885.
Our pupils have very complicated needs. We are committed to working side by side with parents and in a truly integrated way with other professionals. We seek new strategies so that we can find the best possible way to educate all of the pupils in our school.
The Bridge Charity has a Board of Trustees, who oversee the work completed across this branch of the organisation. They ensure that all charitable endeavours are managed in accordance with good practice and guidelines set by HM Government and the Charities Commission. The charity trustees meet once per term.
Please email firstname.lastname@example.org for more information.
Mr John Dixon
Chair of Trustees
251 Hungerford Road
Islington, N7 9LD
Dr Penny Barratt
Trustee / Executive Headteacher (CEO)
The Vitality London 10,000
Monday 27 May 2019
We are putting a team of runners together to join the Vitality London 10km! This race features a spectacular route in the heart of the capital, starting on The Mall and finishing in front of Buckingham Palace.
To support our runners, donate or find out more about this event, click here
Corporate partnership helps us to grow and transform our charity activities. Your corporation could fundraise for us, attend or sponsor an event or volunteer with us. Sponsoring The Bridge Charity could help to:
- Promote positive PR for your company
- Create a responsible corporate image
- Extend your reach to potential new business through our website and marketing
- Help to support the vital work of a pioneering network of schools!
As well as financial support we also appreciate pro bono work and gifts in kind.
Email email@example.com or call 0207 619 1000 for more information.
Head Teacher Dr Penny Barratt says:
“We live in a time of significant advances in our understanding of therapies, education techniques and technology to help children and young people with autism, severe learning difficulties (SLD) and profound and multiple learning difficulties (PMLD). Unfortunately, these are costly. Our fundraising aims to give our students the best chance in life and to fulfil their true potential through a range of innovative projects. Please help us to achieve this by supporting our work and helping us to raise £1m over the next 2 years.”
Footballer, Supporter and Friend to The Bridge London Jermaine Jenas says:
“I know the importance education has on a child and how sometimes ambition and aspirations with children are not always achieved. I fully support the work of The Bridge School in improving the life chances of children with learning disabilities and am honoured to be an Ambassador.”
Chief Barker The Variety Club Children’s Charity Malcolm Brenner and Friend to The Bridge London says:
“The Variety Club is delighted to support the Bridge School, with its objective’s to improve the lives of disabled children and to share best practice. The Variety Club has been associated with The Bridge School since 2005 when the school took delivery of its first Sunshine Coach. The Variety Club is dedicated to improving the lives of children and young people who need our help. We do this by raising funds for specialist minibuses, wheelchairs, sports equipment, hospital wards, and all sorts of other practical solutions that enable individuals, projects and organisations across the UK to give a wider range of opportunities to the children in their care. On behalf of Variety Club we wish The Bridge School every success in achieving its goals.”
Deputy Head Teacher Woodbridge School Michael Streat and Friend of The Bridge School says:
“The Seckford Foundation and Woodbridge School are delighted to support The Bridge School. Staff, pupils, parents, governors and friends of Woodbridge School have been undertaking an annual one-hundred-mile cycle ride between our two Schools for over 10 years now, raising funds to benefit the pupils of The Bridge School. Just as importantly, Woodbridge Sixth Formers visit the Bridge School for three days twice a year to work as classroom assistants – with the children of both schools benefiting enormously from the friendships formed and understanding gained. The Seckford Foundation and Woodbridge School wholeheartedly support The Bridge School and all that it seeks to achieve.”
Clerk to the Tallow Chandlers Brigadier Roy Wilde CBE and Friend of the Bridge says:
“The Tallow Chandlers are pleased to be able to support the Bridge School’s fundraising campaigns with its aims to advance the education of pupils at The Bridge School and to promote and share best practice across the UK. The Tallow Chandlers have had a sponsor governor at The Bridge School for the past 10 years. I recall a particular highlight of the companies association with the school was in November 2006 when students, parents and staff joined the livery company in the Lord Mayor’s parade and a most enjoyable time was had by all. The Tallow Chandlers wish The Bridge School every success in hitting its target”
Chief Executive for The Lord’s Taverners Paul Robin and Friend to The Bridge Charity says:
“The Lord’s Taverners is dedicated to giving young people a sporting chance so we are delighted to be able to help The Bridge Charity with this new equipment. The new sensory room and playground equipment will have a huge impact on the teachers, carers, families and young people who already benefit from The Bridge Charity, and will further enhance the learning experience and future development of those involved.”
At The Bridge Primary we have the privilege of enabling children to reach their full potential by exploring what might be possible; meeting them at their stage of learning and designing their curriculum around the individual child. We pride ourselves on creating a fun and engaging learning environment where the children feel safe, happy and ready to learn.
The Bridge School is one school split into two parts the Primary School for 2-11 year olds and the Secondary school for 11-19 year olds. We are a special school for children with severe learning difficulties and/or autism based in Islington. Children at the school have difficulties with communication and sensory processing and therefore we work closely with speech and language therapists and occupational therapists to both minimise barriers to learning and extend their skills.
The Bridge Primary is part of a family of schools where children are at the heart of what we do. We are on a shared campus with Hungerford Primary, a mainstream school.
We hope that you will find all the information that you need on the website and that gives you a good feel for the life and work of the school. If you would like to visit we would be happy to show you how amazing the children and staff are.
Head of School
We aim for our pupils to be competent communicators through whichever method best suits them, to fulfil their potential in terms of being independent, and we want to provide relevant breadth and balance of learning opportunities so that being in a special school is a benefit to their life.
We aim to provide relevant experiences alongside mainstream peers and to enable the pupils to value themselves as part of society. All children should leave the primary department with an awareness of themselves and their capabilities. Time in school must be positive, stimulating and a fun learning environment where self-esteem and confidence can develop alongside practical skills and the ability to use and apply their knowledge where possible.
The Bridge Secondary is a special school catering for students aged 11 to 19 with severe learning difficulties and/or Autism. We offer a highly personalised curriculum, drawing on expertise from the wider professional communities in education, health and care, to ensure we meet the needs of all children and young people in our school.
We aim to create meaningful learning experiences for our students which enables their participation in the wider community and subsequent transition to life after school. In addition to this we encourage all students to reach their full potential through building on their unique strengths and interests and see this as pivotal in the development of their confidence, self-esteem and resilience.
We look forward to welcoming you to our school.
Head of School
We have 89 students on roll at the Secondary Site and this includes students from Years 6 to Year 14. All students leave Secondary with an ASDAN qualification in Personal Progress. Our students move on to appropriate post 19 providers when they leave e.g. Further Education Providers or Social Care Providers.
The secondary curriculum focuses increasingly, as the pupils progress through the school, on preparation for life after school, looking at accreditation options, independence and belonging and contributing to the community.
We aim to enable every child to reach their fullest potential by encouraging and building upon their unique strengths and interests, and we work with students to develop and deploy strategies to overcome and cope with their difficulties.
In addition to academic achievement, the focus is on developing every child’s social, emotional and personal development. This is supported by ensuring every child strengthens their independence and living skills which are pivotal to building their confidence and self-esteem.
We are committed to working closely with our mainstream and special school colleagues within the Trust to share good practice. Central to this partnership is our commitment to working alongside our parents and carers to support the progress and well-being of our students.
Our curriculum is broad, balanced and coordinated. We at The Bridge School regard all of our pupils and students as capable of making great progress over their school lives. We have very high expectations of them and we passionately believe that they are all capable of taking control of their own learning. To provide a common framework for the curriculum, we have revisited each of our previous, diverse curricula and ensured that there are common subjects in all areas and common themes which pervade these subjects. In essence in each of the curricula there are five strands:
- Social and Emotional (e.g. feelings, behaviour, interaction)
- Cognition and Learning (e.g. Functional skills – English, Maths, Science, ICT)
- Communication and Interaction (e.g. expressive communication – short sentences, single words, non-verbal (use of Body language/facial expression / signing/pictures or symbols / objects)
- Sensory and Physical (e.g. Health needs / Engagement in physical activities / Sensory processing / Special diets / Puberty)
- Independence (e.g. Community access / travel training / Work placements / Personal Care)
And there are six subject areas:
- Functional skills – Literacy, Maths, ICT
- Creative development – dance, drama, music, art
- Physical development – PE, swimming, rebound
- Independent Living Skills – Self help skills, RSE, Food Technology
- Community awareness – RE, citizenship, humanities, travel training, cultural awareness
- Science and Technology
What is taught in the subject areas will vary according the needs of the pupils for each of the curricula, but these headings are used for timetable purposes to ensure a common language throughout the school. Many teachers will use sub-headings to provide more detail to what is being delivered in the session and this is encouraged. Parents will receive three reports a year providing an overview of their son/daughter’s achievement in each of the subject areas. The targets from the strands are written in discussion with parents. They form the PCP targets that are taught through the relevant subjects. In addition to these, teachers set subject targets for the students which are reviewed at Progress Review Meetings.
The ILS is a unique school offering bespoke education for each and every one of the young people who attend. We are often described as a “Special” Special school which perhaps signifies our young people require a more tailored learning environment and helps to explain our small size and unique offer.
Each student and family’s story is crucial to our work and partnership. We recognise that it is only by working in a truly holistic way that we can achieve fantastic outcomes for our young people and their families. This requires genuine multi-agency collaboration and investment. We look forward to hearing from you in the future.
With best wishes,
Head of School
The Bridge Integrated Learning Space (ILS) opened in temporary accommodation in January 2015 and moved to a permanent site based near the Angel Islington in June 2017. The ILS is set up to provide education for 25 students with autism and different learning profiles. These students were previously at schools that were not in a position to provide the right level of support and provision, and have come to the ILS to benefit from a wholly student centred approach towards the way in which they learn. The students at the ILS will generally have a profile that includes a combination of:
- Sensory Processing Differences; how we take in information, how we process that information and how we respond to it.
- Emotional Regulation Differences; how we manage our emotions, how we react to our feelings and how we understand others.
- Differences in Communication and Interaction; how we understand communication and express, how we articulate who we are and interact with the world around us.
The ILS has developed a unique and innovative approach which seeks to truly integrate the work of all of the people who care and support our students. The school works collaboratively with all different agencies and disciplines; to maximise positive outcomes for students and to support parents/families in engaging with their young people in order to keep them safely within the home and their community.
At the ILS, there is an unequivocal commitment to a holistic multi-agency team approach around each individual student, which has at its core the principle of “unconditional positive regard”. Working from this ‘student-centric’ position, the ILS prioritises sensory and emotional regulation and developing alternative forms of communication and social competence skills as these are well recognised in the evidence base as leading to best long term positive outcomes.
For many of our students, active participation and being present in their local community is a crucial component of their curriculum offer as this will always be an important aspect for lifelong learning Therefore the learning opportunities are located both in school and also outside of it for a significant proportion of our students’ time with us.
Our MIssion :
- To provide an unconditionally supportive provision for students who in the past would have typically had to leave their home to attend a residential school setting at a huge social cost to the family, to the young person and a significant financial cost for the local authority (ultimately the tax payer).
- To provide a provision that is close to the students’ home and family in order that they can stay living at home carrying on their lives with the people they know close to them in a place they are familiar with.
- To provide ongoing support for families, carers and parents to feel confident and self-assured in understanding and supporting their young people at home, and assist them in developing their resilience through periods of change and transition – especially changes brought on during Puberty and Adolescence.
- To provide a bespoke student centred approach around each young person, building on their strengths, their personal interests and the positive aspects of their learning profiles.
- Overcoming the potential barriers that our students may face when learning, and looking for new innovative ways in which to provide evidence of progress and development.
- To work from within a ‘Neurodiversity Approach’ that looks at the ways in which autism is experienced and understood differently in different cultural contexts. An approach that challenges a ‘deficit’ model of autism and instead values the skills and abilities of people with autism. This approach looks at how different ‘communities’ may develop and structure knowledge about autism differently and how ‘autism’ can be represented in different ways.
- To be an outstanding provider involved in evidence creation and sharing, on supporting young people and their families in the most effective ways that deliver authentic life long outcomes.
- To offer residential provision when needed, but to view this as a short term arrangement.
- To continue to support and work with the families of the students who are in the residential provision.
The Integrated Learning Space has a broad and balanced curriculum designed to meet the very specific and individual needs of the pupils. The curriculum is designed around a strand based model with core subject areas. Activities and interventions are broadly grouped by subject area for ease of understanding. Please read our Curriculum Overview for more detailed information.
Each pupil has an individualised learning plan addressing the six strands and the modular programme, delivered using strategies which are matched to their learning requirements.
Parents and carers have a termly report of progress, home school books, an end of year review and regular and frequent opportunities to engage with staff.
The Bridge London Trust is constantly developing to meet the needs of its pupils and the local community. There was a growing recognition in Islington that there were pupils who could be better supported in a more flexible provision. As a result, The Bridge London Trust applied to open a free school to meet this demand. The Bridge Satellite Provision received approval from the Department for Education and opened as a Free School in September 2017.
The Satellite school is for pupils who will benefit from a specialist provision with inclusion links to partner mainstream schools. The school teaches a curriculum that marries both core content from the National Curriculum, mirroring our partner mainstream schools, alongside a bespoke program to address individual needs.
The school has 90 places, divided across four sites in the borough of Islington and each site will have close links with a partner mainstream school to ensure inclusion opportunities.
Whilst the provision is for pupils with autism and/or additional learning needs, pupils do not need to have a diagnosis of autism. However, many of the pupils placed at the school will present with needs predominantly related to social communication and interaction, flexible thinking and sensory processing. The aim of our provision is that all pupils feel included and accepted in order to achieve their full potential. We want our pupils to be confident, happy, self-aware and independent learners.
Rosie Whur, Head of School
The primary Satellite provision opened in September 2017 on two pre-existing temporary sites (The Cape and Robert Blair). Both sites are for primary pupils Key Stage 1 and Key Stage 2 with a capacity of up to 30 pupils across the sites. Each site is co-located with a mainstream partner school to enable opportunities for inclusion.
The secondary Satellite provision opened in September 2018 at Highgate Hill, with 20 places for pupils in Key Stage 3, in its first year.
Our provision is principally for pupils with autism, some pupils may have a dual diagnosis but their predominant area of need will be their differences in social communication and interaction, flexible thinking and sensory processing. Provision is geared towards intentional, verbal communicators who are and will be able to follow the National Curriculum when appropriately differentiated to meet their particular needs, and pupils should be able to engage in small group learning situations (of between 2 and 10 pupils) led by trained adult(s).
Learning follows a structured approach, with clear routines throughout the school day adopting and using timers to clearly signal the start and end of particular activities and lessons. Language is modified and adapted on advice from the Speech and Language Therapist, and includes techniques such as simplification, allowing wait time for processing, and repeating instructions – not rephrasing them.
The Satellites use a positive approach to behaviour. All staff are trained in Positive Behaviour Support (PBS) which is an evidenced based approach. Individual and group systems are used to reinforce positive behaviour alongside praise. Individual systems may include token economy reward systems and contracts. Where needed, pupils will have behaviour support plans which are written and reviewed by teaching staff, the therapy team and parent(s)/carers. Pupils are always included in the strategies and interventions to support their behaviour, where appropriate.
At The Satellites we aim to provide an education for all our pupils which reflects the National Curriculum but which also takes account of their individual learning needs; we deliver a modified National Curriculum, which is underpinned by the Core Satellite Curriculum (CSC) and focuses on four key strands, namely:
- Social Communication and Interaction
- Emotional understanding and self-awareness
- Sensory and Physical
The curriculum has a focus on developing communication skills and supporting sensory and emotional regulation throughout the day. Termly EHCP support plans are written collaboratively by teachers, with parents/carers, therapists and students to setting SMART targets. All strategies/resources are shared across home and school to support the generalisation of targets set. All key stages engage in regular trips off site to enrich pupil learning and support the generalisation of skills taught beyond the classroom. Secondary pupils take part in weekly trips off site to further support the development of life skills.
The curriculum is differentiated to ensure it meets individual needs and teaching staff are supported by the therapy team on a weekly basis to do this. Teaching and learning is supported by visual supports e.g. visual resources to support understanding of topics, concrete objects to support abstract concepts, visual timetables, visual reward systems, visual boards to support routines e.g. dressing etc. A structured approach is used with clear routines throughout the school day e.g. visual timetables in place, timers used to signal clear starts and ends to activities and lessons. Language is modified and adapted on advice from the speech and language therapist e.g. simplifying, wait time for processing, repeating not rephrasing etc.
A vital part of our curriculum is the focus given to supporting the development of the pupils’ social communication skills. The therapists support teaching staff to create a ‘total communication’ environment and pupils’ targets are worked on throughout the school day and embedded into the curriculum. Pupils also take part in up to three social communication groups each week – the school uses Talk About – Alex Kelly as a key resource for these groups which are then further adapted and individualised by the therapy team. A number of additional strategies are used to further develop pupils in this area e.g. relationship circles, social stories, comic strip conversations and event narratives. The school also offers LEGO therapy to all Key Stages for pupils who are motivated by this approach.
Alongside regular opportunities to take their learning into the community, pupils have the opportunity to access the enrichment activities – dependent on key stage – such as weekly swimming, forest schools, kayaking.
Click here to view The Satellite Curriculum
The aim of the assessment procedure at The Satellites is to facilitate consistency in the monitoring and evaluation of progress. Our assessments aim to identify and reflect upon areas of strength and needs, inform teaching and planning and enable the tailoring of support. Together our procedure and assessment methods have been developed to ensure meaningful, successful outcomes for all pupils in our provision. At The Satellites, assessment is not an end in itself. Its function is to provide meaningful and reliable information to inform teaching and learning. It must also be accessible to parents/carers so they can be fully informed about their child’s learning and progress, and how the school is performing.
Click here to view the Assessment at The Bridge Satellites document.
The Bridge London Satellites
c/o 251 Hungerford Road , London, N7 9LD
Phone : +44 (0)7525910224 or +44 (0)20 7700 5386
Key contact: Rosie Whur, Head of School
City of London Academy Highgate Hill, London, N19 3EU
Robert Blair Primary School, Brewery Road, London, N7 9QJ
Hungerford School, 249 Hungerford Road, London, N7 9LF