ASC, ADHD, SEMH, SLCN, SPLD, MLD

EHCP REQUIRED

6-19 YRS

DAY SCHOOL

ALL GENDERS

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We are a school where children can be themselves, discover and nurture their passions and talents, and can learn in safety, happiness and with optimism

Read the Headteacher's Message Read the Headteacher's Message
Let’s think differently

Why do we traditionally prepare our children for a future using environments and ways of working which they will never use again?

We have moved away from a typical educational approach by introducing a real world working environment, which prepares our students for their 21st century futures, and arms them with the skills and knowledge they are going to need. In practice, this means less sitting at desks listening to one teacher and much more collaboration with peers, working on topics of interest and using digital technologies.

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Our Education Approach

Learning through projects!

We use a topic and project-based curriculum where our students work in small groups to accomplish an output from concept to completion. In reality, this means lessons look and feel different.

Students have a voice – where their enquiries about the world enable them to make real choices about their learning; they are the architects of their own future.

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Our Environment

Central to our approach, is offering our students the opportunity to redefine what school means to them. Offering them an environment that looks warm, inviting, safe and that looks wholly different to traditional schools that they may have attended before, allows them to truly experience a ‘fresh start.’

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“When a flower doesn’t bloom, you fix the environment in which it grows, not the flower.” Alexander Den Heijer

Parent Feedback

“Just wanted to say that our child came home saying that today was the best day he’s had at the school so far. He absolutely loved forest school. He was also chuffed that he got to take some wooden boards down from a shelving unit, using a drill. All things he knows he’s good at, so a boost in confidence too. 

Thank you for giving him this opportunity.”

PARENT

“The base is like a family and I like being here. It is nice to feel like someone wants me around.”

STUDENT

“Thanks for your hard work you, have put in to support our son during his time at CBS, the difference is huge and such a positive for us and especially him!”

PARENT

“I just wanted to say thank you to you all for the last two weeks. She has had a few wobbles but overall, she seems excited and eager to come into school. I can’t tell you how nice it is to see her looking forward to things and to not be battling with her to get her out of the door in the mornings. The fact she wants to do longer days next week says it all.”  

PARENT

“It’s brilliant to see the positivity from him and to hear him chatting about what he’s doing is so lovely after such a long time of not having this. 

Thank you all so much!”

PARENT

“Our child has been chatting about school at length this afternoon, which I love!

I often get very little from him reporting back, but he’s genuinely really excited about this term – with more structure (he sounds keen on this, & to crack on with his academic subjects), ongoing trips & cooking, and his new project focussing on music production through the ages (sounds fascinating).”

PARENT

“I wanted to let you know that the reporting on our child’s day and her progress is gratefully received. It brings great joy to us, as we have persevered in championing her needs be met for a long time. 

To see her enjoying her time at Chilton and to hear she is doing well makes us extremely happy and proud.  

Thank you to you and everyone at Chilton.”

PARENT

“Well, what can I say, you have managed to do what others couldn’t. There will be times our child won’t talk but I think you have cracked it. I’m impressed. I’m so pleased she actually seems happy when she comes back, she is keen to tell us bits which is a first, and I mean first!”

PARENT

“I am honestly so proud! 

The amount he is able to experience when he just tries is incredible, especially with the support of you all so thank you! His confidence is building gradually and he’s trying and overcoming the barriers! Amazing!”

PARENT

“I just wanted to say how grateful I am to you all for today. I was truly blown away by all your students’ hard work, and how proud they are of it – and rightly so.

I appreciate every single one of you and all you do for our young person. Thank you.”

PARENT
“In just seven months at Chilton Bridge, Our child has thrived in ways I didn’t think were possible. He has made more progress in this short time than he did in seven years at previous settings. It is truly remarkable to see him flourish in such a safe and nurturing environment, and I cannot thank Chilton Bridge School enough for creating that space for him.“
PARENT

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About Us

Accredited Learning

In addition to GCSEs and Functional Skills exams, Spaghetti Bridge students are offered a number of accredited occupational qualifications. These include NCFE Enterprise Skills, Business and Enterprise, and Occupational Studies for the Workplace qualifications and AQA Project Qualifications

Preparation for and Pathways to Adulthood

The unique nature of Enterprise Learning, with its focus on real-world learning through a project-oriented curriculum that includes community activities, Industry Experts, and experience of work-environments, means that students are prepared for life beyond school throughout their time at a Spaghetti Bridge school. All students are also provided with Independent Advice and Guidance throughout their Spaghetti Bridge journey.

However, as they approach the time of their transition to a post school destination, it is important that our students’ curriculum begins to focus more on deciding and preparation for a specific post-school destination through our “Pathways to Adulthood” programme. While each student’s wider curriculum continues, an interwoven Pathways to Adulthood programme focuses on students’ development of specific skills and knowledge in the areas of Continuing Education and Employment and Independent Living. At this stage, each student also has a transition plan that details the steps needed to successfully transition to their life after leaving school.

PSHE, SMSC, RSE and FBV

The Spaghetti Bridge Three Phase curriculum and our Relational Approach ensures that PSHE, SMSC, RSE, and FBV are integrated throughout each student’s curriculum in an individualised and student-centred manner. In addition, we have developed a yearly PSHE and RSE curriculum, consisting of termly and weekly themes, a bespoke target cache, and group and individual sessions.

In order to ensure that our students develop their cultural capital, each school has a cultural calendar which links PSHE and SMSC themes to events and activities in their community.

Mathematics

Mathematics is about so much more than simply getting the answer right. Instead, we believe that mathematics can facilitate a new perspective on the world and foster creative and analytical thinking, a growth mindset, and confidence in one’s ability to learn. Therefore, our mathematics curriculum contains three areas: mathematical content, mathematical thinking, and mathematical mindset.

Mathematical content consists of the twelve areas of learning that form the conceptual structure of a mathematics curriculum.

Mathematical mindset is about how students relate to mathematics, are resilient in the face of mathematical challenges, view themselves as capable of mathematics, and see mathematics in a positive light.

Mathematical thinking is the way in which students use logic, reason, and divergent thinking to solve mathematical problems and how they apply their mathematical learning across the wider curriculum.

Spaghetti Bridge schools deliver mathematics both as part of Enterprise Projects and through discrete mathematics sessions. We believe in teaching mathematics across the curriculum as a key part of all subjects.

Spaghetti Bridge schools do not follow the National Curriculum in literacy, but instead have adapted this curriculum into our Mathematics Pillar, which allows us to assess, plan, scaffold and sequence each student’s individualised curriculum.

All students have the opportunity to pursue accredited mathematics outcomes, including GCSE and Functional Skills exams.

Spaghetti Bridge has developed our approach to mathematics through collaboration with the Jurassic Maths Hub.

Literacy

At Spaghetti Bridge, we want our students to have a love of reading, the ability to understand and manage information, and communicate effectively. Our literacy curriculum contains content in five distinct areas: comprehension, word recognition, speaking and listening, spelling, punctuation and grammar, and writing. These content areas are supported by a vibrant reading culture and the fostering of a learning mindset.  Literacy is delivered throughout the curriculum, is embedded in Enterprise Projects and is integrated into all subject areas.

Each student has an individualised Reading Plan linked to their relationship to reading.

Our literacy programme is supported by a comprehensive phonics programme based on the Ruth Miskin Trust Fresh Start programme. For students on a phonics programme, their phonics is delivered through a bespoke curriculum, which may consist of 1:1 sessions or be integrated into their wider learning.

Each school has a termly reading curriculum that is linked to the wider curriculum map with links to the PSHE curriculum and the Driving Question for the term.

The Spaghetti Bridge literacy curriculum provides opportunities for accredited learning, including GCSE and Functional Skills exams.

Spaghetti Bridge schools do not follow the National Curriculum in literacy, but instead have adapted this curriculum into our Literacy Pillar, which allows us to assess, plan, scaffold and sequence each student’s individualised curriculum.

Spaghetti Bridge has developed our literacy curriculum in collaboration with the Cornerstones English Hub and the Right to Read Programme.

EHCP Outcomes

Every student at Spaghetti Bridge Schools has an Education, Health, and Care Plan (EHCP) and this forms an integral part of their curriculum. Our schools take a student’s EHCP outcomes and break these down into achievable termly targets as part of each student’s Individual Learning Plan. These targets are then integrated into the student’s projects and wider curriculum and assessed on a termly basis.

A Knowledge Rich Curriculum

Children and young people today have inherited a world in which they have access to more knowledge than ever before; however, the knowledge curriculum is often delivered without context or sense of purpose. We have instead designed our knowledge-rich curriculum using Bloom’s Revised Taxonomy to support students to not just gain but apply and create knowledge. Our curriculum map covers the subjects of science, human and social, creative and aesthetic, physical, and technology and design education, with termly topics in each area. The curriculum spirals every three years, ensuring that students revisit and build on prior learning through a sequence of three progressive tiers of knowledge for each topic.

This curriculum structure allows us to build individualised pathways for each student that support ambitious progress across the curriculum in line with their individual strengths and needs.

Skills and Understandings

In addition to our knowledge curriculum, our pillars also focus on skills and understandings. Skills are specific abilities that are linked to a particular subject and understandings concern the role that a specific subject plays in our world. Our skills and understandings are sequenced vertically and horizontally as part of our curriculum map and built into Enterprise Projects.

Enterprise Projects

As much as possible, our curriculum is delivered in the form of Enterprise Projects.  In these projects, each student creates a piece of Beautiful Work of which they are proud.  The projects are oriented around a shared Driving Question, which makes them meaningful, and will have a real-world meaning, skill or focus. Project Steps, (such as brainstorming, making a draft, field work, and presentation) form the backbone for completion of projects, and provide the structure of enquiry for the students to progress and gain both the Subject Pillars and transferable life skills (timekeeping, budgeting, communication of ideas etc).  Projects are supported through collaboration with Industry Experts, who are professionals within a particular field and support our students to complete their Beautiful Work according to industry standards.

It is helpful to look at Enterprise Projects as the vehicle through which learning is delivered.  For example, in designing and building a garden, students can learn any number of topics, such as botany, engineering, mathematics, etc. Where possible, Reading and Maths are woven into projects through interconnected sessions that work towards the Driving Question and completion of the Beautiful Work. Projects also enable students to work toward their EHCP outcomes by enabling any number of areas of learning, such as teamwork and cooperation, emotional resilience, executive functioning, and creative thinking.

Enterprise Projects give students a sense of purpose in their learning and build strong connections with their community, both within and outside the school.

The Three Phase Process

Our curriculum is structured by the Three Phase Process, which allows us to adapt each student’s programme to their current level of need and sequence all future learning.

Overcoming Barriers – students develop their sense of trust, belonging, self-image as a student, and sense of their own potential.  

21st Century Skills – each student’s curriculum broadens to focus more on the skills, knowledge and understandings that will enable them to thrive in the 21st century. 

Community Ready – the student’s curriculum prioritises more the steps that need to be taken in order to successfully transition to their life beyond school.

The Three Phases Process ensures that each student’s curriculum is individualised and ambitious and that they are supported and challenged at the appropriate level on the way to becoming themselves and changing the world.

The Three Phase Process

Our curriculum is structured by the Three Phase Process, which allows us to adapt each student’s programme to their current level of need and sequence all future learning.

Overcoming Barriers – students develop their sense of trust, belonging, self-image as a student, and sense of their own potential.  

21st Century Skills – each student’s curriculum broadens to focus more on the skills, knowledge and understandings that will enable them to thrive in the 21st century. 

Becoming Community Ready – the student’s curriculum prioritises more the steps that need to be taken in order to successfully transition to their life beyond school.

The Three Phases Process ensures that each student’s curriculum is individualised and ambitious and that they are supported and challenged at the appropriate level on the way to becoming themselves and changing the world.