Home Page


At all key stages, the intent is to provide a motivating and engaging context in which pupils can achieve and make progress based on their assessed levels and next steps in a personalised way.

The following form the foundation of all delivery:
- communication and understanding
- personal and social development
- independence
- engagement and enjoyment

For all pupils, the curriculum is geared to achieve the ultimate aim that as adults they have developed and achieved the skills that will enable them to have the greatest level of independence and most enjoyable and fulfilling lives.


All pupils access the National Curriculum. The curriculum has been planned and sequenced so that new knowledge and skills can be built on what has been taught before and each child's assessed abilities. Each subject has a curriculum coordinator.


Each key stage has a curriculum overview that outlines the units of work to be delivered. Key Stage One has a two year rolling programme and Key Stage Two has a four year rolling programme.The rolling programme allows pupils to be placed in mixed age classes in each key stage. Please see links below for further information. This therefore allows pupils to be grouped in classes based on a range of factors e.g. pupil needs, abilities and friendships.The specialist support classes have a rolling programme linked to units across both Key Stages. Parents/carers are informed about the curriculum units being covered in termly Newsletters.


The Bridge School provides high quality teaching. Teachers carefully assess each pupils abilities. Teachers work with parents/carers and any linked professionals to target the next key steps in priority areas that include communication/understanding, personal and social development and key skills. These are agreed through 12 month outcomes set as part of the EHCP process and are reviewed every 6 months with parents/carers. Teachers also plan the next individual pupil steps in all curriculum areas. Teaching is informed by the planned and sequenced knowledge and skills in all areas.


Alongside this, teachers identify the strategies that each pupil needs to access the curriculum to achieve and make progress. This is individual to each pupil. Strategies include: Intensive Interaction, structured visual support, PECS, work/reward/ multi-sensory delivery, repetition etc.Teachers use a range of strategies to support pupils to learn and retain information.



The aspiration for all pupils who attend the Bridge School is they achieve their potential in all aspects of their development. All pupils who attend the Bridge School, have severe/ profound learning difficulties. Many pupils have additional needs such as autism, physical disabilities, sensory impairments, complex medical needs etc. We work in a determined way to ensure that all pupils can achieve the most they can.


The outcome of the curriculum is highly individual. All achievement and progress is celebrated. Progress for our pupils can be demonstrated by:

  • Pupils making progress towards/achieving their intended outcomes set with parents/carers for 12 months within the EHCP annual meetings. These outcomes are informed by any relevant professionals working with the pupils.
  • Pupils making progress towards outcomes when reviewed in 6 month review meetings with parents/carers.
  • Pupils making progress/achieving in the curriculum planned by teachers. Progress and  achievement in all subjects are within reports to parents in either EHCP (annual review) report or annual Curriculum report.
  • Achieving external accreditation for secondary aged pupils e.g. OCR accreditation.
  • Using existing skills in a wider range of contexts.





Examples of work within a range of subjects


Please click on the icons below for examples of range of subject intent, implementation and outcomes.