Our statement of Intention
At the Bridge International School we endeavour to:
- Develop each child’s full potential, whether academic, artistic, physical, social and emotional.
- Recognise, develop and celebrate those children who are more able, gifted and/or talented.
- Acknowledge children’s particular talents and actively encourage achievement.
In the light of these aims it is clear that we are committed to providing an environment which encourages all children to maximize their potential and this includes more able, gifted and talented children, regardless of their background, race, religion, gender or ethnicity.
We understand and acknowledge that some pupils will be working at a higher cognitive level than others and therefore recognise that provisions need to be in place to match the pupil needs.
Some pupils and students will have specific skills and talents and TBIS recognises the need to provide opportunities for these to develop.
Our ethos respects and celebrates the diversity of our community and aim to ensure everyone is given the opportunity to develop skills & abilities irrespective of race, religion, gender or special educational needs.
Our Special Education Needs (SEN) services
We believe that education empowers everyone, regardless of ability or past educational experience. If however we are unable to cater for a child’ SEN due to our context or our circumstances, we will inform parents.
Children with SEN require extra or different help from that given to other children of the same age group to access the curriculum. This help is known as Learning Support provision and it enables these children to overcome barriers to learning quickly and easily whilst achieving their potential.
How do we determine that a student needs to be supported?
All pupils joining The Bridge will be screened for special education needs by the SEN Coordinator to test their ability to undertake the Bridge Curriculum. Standardised tests are administered to be able to identify difficulties in language, spelling, phonics, comprehension, numeracy, visual and auditory memory and reasoning abilities.
New SEN Curriculum
Some of our SEN students follow a different curriculum which has a combination of IGCSE and other qualifications. There is significant support and monitoring from the Special Educational Needs Department throughout the 2-year course.
The primary responsibilities of the Learning Support Department are to:
Assess new pupils and students using a standardised assessment program. We use the Lucid Assessment Tests (LASS and LADS) and WRAT which test various learning areas. In cases where a second opinion is required, we refer the concerned pupils and students to psychologists. The results of these assessments enable us to identify learners who may have a learning difficulty or disability.
- Plan and implement a program that will help the learner overcome his or her learning difficulty using an individually designed learning program (IEP).
- Oversee in-class support within the lesson, assisting the subject teacher who is working with the identified learner(s). Alternatively the learner(s) may need to be pulled out of class to work with the Learning Support staff (out-of-class support) once a while.
- Work with the class teachers in tracking the identified pupil’s progress.
- Support learners who have English as their second language by offering additional English lessons (EAL).
- Access arrangements for candidates in all year groups.