The primary needs of all students at this school are social, emotional and behavioural but many of our students may present with further needs. These may include learning difficulties, Specific Learning Difficulties, Attention Deficit Hyperactivity Disorder (ADHD), Autistic Spectrum Disorders (ASD) Opposition Defiance Disorder (ODD) and Mental Health difficulties.
Our provision strives to ensure positive partnership working, recognising that successful outcomes can only be achieved when everyone is working towards a common goal to which end we work closely with a range of outside agencies.
The curriculum is highly differentiated and at times alternative in response to need. Regular curriculum and Social Emotional and Mental Health (SEMH) tracking enables targeted curriculum /pastoral support to be given to ensure progress and reduce barriers to learning.
Measurements of pupils? progress are collated each term and discussed with parents/carers and home schools through regular review meetings.
For some students, as a result of on -going assessment, it may be necessary to seek further advice/assessment from outside agencies in order to help them overcome their particular challenges. These agencies may include Educational Psychologist ( EP), Speech and Language Therapist ( SALT), Specialist Teaching and Learning Service ( TLS), Children and Young Peoples Service ( CHYPS), Social Services (SS) and Local Inclusion Forum Team ( LIFT).
Each student with identified SEND needs will have a pen portrait completed by the Head of Keystage 4 which is then shared with all teaching and support staff working with that student and reviewed regularly. If a student with an EHC plan is referred and accepted into Two Bridges School this would need to be a mainstream EHC plan and the learning plan would be co-ordinated with the mainstream school SENCO and support offered in the same way that the mainstream school had previously aimed to achieve wherever possible.