The Bridge School
- The Bridge School
- Head: Mr Anthony Dickens (Interim Hea
- T 01473 556200
- F 01473 724 419
- E [email protected]
- W www.thebridgeschool.org.uk
- A state special school for boys and girls aged from 2 to 16. Type of SEN provision: ASD - Autistic Spectrum Disorder; PMLD - Profound and Multiple Learning Difficulty; SLD - Severe Learning Difficulty.
- Boarding: No
- Local authority: Suffolk
- Pupils: 147
- Religion: Does not apply
- Latest Overall effectiveness Inadequate 1
- 16-19 study programmes Inadequate 1
- Early years provision Inadequate 1
- Outcomes for children and learners Inadequate 1
- Quality of teaching, learning and assessment Inadequate 1
- Personal development, behaviour and welfare Inadequate 1
- Effectiveness of leadership and management Inadequate 1
- 1 Full inspection 6th March 2018
- Previous Ofsted grade: Good on 22nd January 2015
- Ofsted report: View the Ofsted report
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
Heathside is a local authority primary school and nursery for children with severe, profound and complex learning difficulties. The special educational needs of our pupils include a wide range of communication, physical, profound and multiple learning difficulties. As a school we work closely with colleagues from many other disciplines. Whilst recognising our different roles and responsibilities, we strongly believe that a well co-ordinated multi-professional approach provides the best level of support to meet the special educational needs of our pupils. A team philosophy is a strength of the school. This supportive network includes all the adults working with the pupils on a daily basis. The common purpose for everyone is the same – to provide the highest quality of education for all pupils. Our Charter, “Children First”, expresses our commitment to educate pupils in a challenging yet caring and sensitive way, respecting their rights as children. “Children First” is our starting point in everything we do. Where we feel there is a need we aim to develop specialist provision for particular groups of children. Like many other schools we have seen an increase in the number of children with autism attending the school. To better meet their needs we have introduced the TEACCH & PECS approaches across the school and have worked closely with parents and carers to ensure the success of these approaches.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|Attention Deficit Hyperactivity Disorders|
|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||Y|
|SEMH - Social, Emotional and Mental Health|
|SLCN - Speech, Language and Communication|
|SLD - Severe Learning Difficulty||Y|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty|
|VI - Visual Impairment|
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
sometimes, but not in this year
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