- Bridgemary School
- Head: Victoria White
- T 01329 319966
- F 01329 512660
- E firstname.lastname@example.org
- W www.bridgemary-tkat.org
- A mainstream state school for pupils aged from 11 to 16
- Boarding: No
- Local authority: Hampshire
- Pupils: 523
- Religion: None
- Open days: TBC for October 2016
- Latest Overall effectiveness Good 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Good 1
- Personal development, behaviour and welfare Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 4th February 2016
- Previous Ofsted grade: Inadequate on 17th October 2014
- Ofsted report: View the Ofsted report
What the school says...
Bridgemary School is a smaller-than-average secondary academy.
The proportion of pupils who have special educational needs or disability is above average.
The majority of pupils are of White British heritage.
The proportion of pupils known to be eligible for the pupil premium is above average.
The proportion of pupils whose first language is either not English or is believed not to be English is below average. ...Read more
What the parents say...
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Special Education Needs
All staff have a responsibility to ensure that every student has an equal opportunity to achieve their full potential. Specific support is coordinated by the Director of Inclusion. The SEND team work collaboratively with departments in order to devise strategies and appropriate methods to enable access to the curriculum. A cycle of observation, feedback and sharing of good practice is also in place. Staff can also access information on a wide range of SEND issues such as cognition and learning, social interaction, social emotional and mental health and physical disability needs through the individual mapping programme. Curriculum support for students with SEND includes: individual student’s needs being identified, assessed and monitored; effective communication of the needs of individual students to all staff; an appropriate curriculum being delivered through the provision of suitable teaching materials, differentiated teaching strategies, supportive learning environments and a focus on developing a positive self- image; involvement of outside agencies where necessary and appropriate; ensuring that parents are fully involved and aware of the provision made for their child/young person; students with SEND encouraged to actively participate in all decision making processes - they contribute to the assessment of their needs and attend all meetings; and regular reporting of SEND issues to the leadership team/school governors to raise awareness and ensure the effective implementation of processes and procedures. Provision from within the school’s resources is identified to help meet the student’s needs such as: identifying appropriate teaching groups/ sets; additional learning programmes for literacy/ speech and language and communication needs/ social skills / numeracy; smaller group sessions; mentoring/keyworker.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|Attention Deficit Hyperactivity Disorders||Y|
|CReSTeD registered for Dyslexia|
|English as an additional language (EAL)|
|Has an entry in the Autism Services Directory|
|Has SEN unit or class|
|HI - Hearing Impairment|
|MLD - Moderate Learning Difficulty|
|MSI - Multi-Sensory Impairment|
|Natspec Specialist Colleges|
|OTH - Other Difficulty/Disability|
|Other SpLD - Specific Learning Difficulty|
|PD - Physical Disability|
|PMLD - Profound and Multiple Learning Difficulty|
|SEMH - Social, Emotional and Mental Health||Y|
|SLCN - Speech, Language and Communication|
|SLD - Severe Learning Difficulty|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty||Y|
|VI - Visual Impairment|
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