Newcastle Bridges School has achieved the Inclusive School Award.
A School of Hope
Newcastle Bridges School is a school of hope. It is a school that is dedicated to developing and enhancing inclusive practice. Staff are committed to an innovative and relentless approach to find ways to break down barriers to enable children to reach their potential and succeed in school. One pupil summed it up perfectly when they said, ‘Not one size fits all and this school looks at what we need and meets our needs.’ Another simply said, ‘This is a close knit, inclusive school.’
The school is a complex, multi-site, alternative provision academy, within Prosper Learning Trust, which provides education to pupils from ages 4-19 whose education has been interrupted by mental or physical ill-health. Pupils may be hospitalised or may not be able to fully access mainstream education due to medical or Mental Health reasons.
The school is made up of a diverse range of provisions, some of which are within NHS settings. These provisions are widely recognised for the expertise they provide both regionally and nationally. Education staff from Newcastle Bridges School work in partnership with staff from the Cumbria, Northumberland, Tyne and Wear NHS Foundation Trust and the Newcastle upon Tyne Hospitals NHS Foundation Trust within the different settings which make up the school. Children are at the heart of this inclusive school and the whole school community are passionate and proud of their school and the work they do.
Ambitious Culture
Leaders have worked hard to create an ambitious culture within the school. All staff have high expectations of pupils’ and their academic outcomes. Senior leaders are focused on raising pupils’ aspirations and ensuring they are happy and successful. Their vision to engage, educate and support some of Newcastle’s most vulnerable pupils, is lived and breathed by each staff member.
Staff seek to support each pupil’s access to a broad and balanced education appropriate to their potential and educational needs. One Subject Leader said, ‘We look at the bespoke needs of each pupil and plan a clear pathway for them.’ Leaders are clear that the curriculum needs to be aspirational and appropriate to the children who attend. They describe how all children at each site are valued and are supported in lessons so that they can all achieve their best. They are committed to ensuring that each child can succeed, no matter what.
Leaders are relentless in pursuing their aim to move pupils from a position of vulnerability and/or crisis to one of hope, strength, and success. The Headteacher, SLT, Local Advisory Committee and staff are inspirational in their commitment to inclusion. They have a thorough understanding of the challenges their pupils and families face and are committed to seeking the right support to provide the most effective impact.
Right Support
As part of the commitment to getting the right support in place for each child, leaders believe that effective relationships are pivotal to success. This is a school were relationships matter. Staff have worked hard to build strong, effective relationships with pupils, parents, carers, and stakeholders. The leadership team’s commitment to relationships has had an impact. Everyone is positive about the school and there is a shared commitment to ensure each child gets the best education possible. One child mentioned this, during the assessment day, stating: “I like the staff here. They get to know us all and care about us.” Wellbeing for all members of the school community is at the heart of the school.
Parents and carers speak highly of the school and how it is a life changing setting. On the review day, one parent talked passionately about the positive impact this school has had on not only her child, but on the whole family. She said, “Difficulties are taken away here. There is no judgement and staff are invested and want to make a difference.” Another parent stated, “This school is the best thing that ever happened to us. I can now see a future for my children.”
Clear Moral Compass
Leaders have a clear moral compass and part of that is about the need to nurture and support staff. They work to develop expertise and ensure successful succession and retention. There is a strong and stable staff team who have all bought into the school vision. Leaders commented on how once staff begin employment with them, they tend to stay for a long time. Continuous Professional Development (CPD) is well developed, linked to school priorities, and evaluated for impact. The SENDCo commented on how they look at the needs of staff and children carefully and plan training around them, for example they will be offering training around ‘Zones of regulation’ in the coming academic year. The Newcastle Bridges School leaders are a reflective team who ensure all staff are included and valued and buy into the school vision.
A further strength of the school is how it looks outward to develop strong networks and positive relationships with a wide and varied range of specialists within and beyond the community. They are outward facing, and work hard to make partnerships and develop new skills which will benefit pupils across the school. Leaders are keen to share best practice and to learn from others.
Leaders at Newcastle Bridges School are clear about the vision and next steps for the school. Staff know that their journey will be constantly evolving, and they are passionate about the future of their school.
The Inclusion Quality Mark Co-ordinator, Helen McGowan, produced an accurate and detailed evaluation of the school’s position. This was further supported by conversations with various people from the whole school community, which illustrated that the detailed and impressive written evidence was accurate.
Find out more about the IQM Inclusive School Award
If your school is interested in obtaining the IQM Inclusive School Award or you wish to talk to a member of the IQM team please telephone:
028 7127 7857 (9.00 am to 5.00 pm)
or email: [email protected] for further details.
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