JOSEPH’S SUPER POWERS

FOOD REVOLUTION DAY MAY 16TH 2014

EASY AS PI! WITH JACK

THE BRIDGE LONDON LEGO CLUB

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

Hungerford School Curriculum                     Hungerford Curriculum Map

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.

Phonics sounds to help at home

Home Learning Ideas – Year 1                        Home Learning Ideas – Year 2

Home Learning Ideas – Year 3                        Home Learning Ideas – Year 4

Home Learning Ideas – Year 5                        Home Learning Ideas – Year 6

The Bridge London Hungerford

249 Hungerford Road, London, N7 9LF

Phone : +44 (0)20 7607 4187

Email : hungerford@thebridgelondon.co.uk

Key contact: Jo Stephens, Head of School

SEND Lead: Jo Stephens, Head of School

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 fundraising@thebridgelondon.co.uk 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.”

Primary Curriculum

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 London Primary

251 Hungerford Road , London, N7 9LD

Phone : +44 (0)20 7619 1000

Email : primary@thebridgelondon.co.uk

Key contact: Penny Doswell, Head of School

Primary Parents Support Group

A message from Mandy Stock

Hello everyone,

I am now very fortunate to be able to support parents for five days a week.

We are in the process of finding out what parents would like, the times and days that are most convenient to attend sessions and the topics that interest you most. If you have any ideas or want to come in for a chat you are very welcome.

I just wanted to give you some information about some future sessions that are taking place on our usual Tuesday morning at 09.15 – 12.00 and throughout the week upstairs in the Parents’ Room.

Remember the Parents Support sessions are a place for you to have time and space to meet other parents, share your knowledge and experiences and learn new skills. You can make visual supports as advised by your child’s school therapists or teacher to use at home at any time. Ricky Doherty will be available every Tuesday morning.

Looking forward to seeing you all,

Mandy Stock

Dates for your diaries

Friday 11th October – FREE Clock Tower Tour. Meet at school 10.15am
Tuesday 15th October – Usborne Books with Penelope Campbell- Sharing and an opportunity to buy books.
Tuesday 29th October – Diwali Celebration (27/10/19) Decorating tea light holders
Tuesday 5th November – Usborne Books with Penelope Campbell. Sharing and an opportunity to buy books.
Wednesday 6th November – Commissioning Manager SEND Kathryn Briggs Proposals for the DCT/Parents views and ideas.
Tuesday 12th November – Reading – exposure to different letter formations, sharing a book, a variety of reading schemes.
Tuesday 19th November – Positive Behaviour Support (PBS)
Tuesday 26th November – Fussy Eaters/Practical SOS Workshop which is used in school with our SLT Christine and Dietician Alex
Tuesday 3rd December – Fine Motor/Pre-writing with our Occupational Therapists Anastacia and Meroe
Tuesday 10th December – Trip to Covent Garden
Tuesday 17th December – School’s Christmas show/Celebrations for parents upstairs afterwards

Curriculum Overview

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 Bridge London Secondary

28 Carleton Road, London, N7 0EQ

Phone : +44 (0)20 7715 0320

Email : secondary@thebridgelondon.co.uk

Key contact: Julian Matthews, Head of School

I

Curriculum Overview

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 andhttps://www.thebridgelondon.co.uk/wp-content/uploads/2019/10/Bridge-ILS-Curriculum-October-2019.pdf interventions are broadly grouped by subject area for ease of understanding. 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 Integrated Learning Space

1 Dowrey Street, London, N1 0HY

Phone : +44 (0)20 7799 5050

Email : adminils@thebridgelondon.co.uk

Key contact: Ed Ashcroft, Head of School

Satellite Curriculum                                    Satellite Assessment

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
• Independence
• 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.

Assessment

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.

The Bridge London Satellites

c/o 251 Hungerford Road , London, N7 9LD

Phone : +44 (0)7525910224 or +44 (0)20 7700 5386

Email : lorraine.julian@thebridgelondon.co.uk

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