Policies

Statutory Information

Here you can find our school level Statutory Information. Additional policies or information is available on request. 
Please email us if the information you are looking for isn’t here: admin@silverbridgeschool.co.uk

Proprietorship

Silver Bridge School is owned by Spaghetti Bridge Ltd, a provider of specialist education and care.

Spaghetti Bridge Ltd
71 – 75 Shelton Street
Covent Garden
London
WC2H 9JQ

0203 946 3970

Silver Bridge School have their own dedicated management team, under the leadership of the Headteacher. The management team are complimented by Spaghetti Bridge support functions covering, finance, IT, human resources and quality and compliance.

Oversight of the school is provided through the governance team which consists of a Director of Spaghetti Bridge and proprietorial representative.

Governance Team

The Silver Bridge Governance Team comprises of Directors of the Spaghetti Bridge board and group support staff. We encourage and seek regular contributions from staff, students, parents and community stakeholders.

The governance team is an effective critical friend, it supports the school successfully and sets challenging targets for improvement. Governance team play a strong role in setting the school’s strategic direction and are highly effective in the challenge and support they provide.

We aim to provide an open culture of challenge and support within Spaghetti Bridge. This process encourages open communication and use of data to steer strategy. We aim for consistency and quality. We work closely with key experts in various areas to ensure compliance and challenge as we are always striving for improvement.  

The core strategic functions are:

  • Ensuring clarity of vision, ethos and strategic direction
  • Holding the Headteacher and senior leaders to account for the educational performance of the school and its pupils, and the performance management of staff
  • Overseeing the financial performance of the school and making sure its money is well spent

Chair of Governance Team – Stephen Bradshaw,
Tel: 01803 926555, or via stephen.bradshaw@spbridge.co.uk.

Ofsted Report

Silver Bridge School’s Ofsted reports can be found here.

If you require a policy that isn’t listed above, please contact us at admin@silverbridgeschool.co.uk

At Silver Bridge School we follow aspects of the National Curriculum and teach sex and relationships education as set out in our policy.
In teaching sex and relationship education, we have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996.

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. 

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.

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.

Claire Knight - Teaching Assistant

Passions

Family/grandchildren and netball

Work Passions

Seeing the students progress and achievements

Why Spaghetti Bridge?

I have had lots of years working in a nursery setting and wanted a new experience. Having a child at home with high needs I wanted to share my abilities to making a difference to other young people

Nadine Bidgway - Teacher

Passions

Playing hockey and going to the gym

Work Passions

Providing students with a fun learning experience

Why Spaghetti Bridge?

Allowing children to thrive in a unique educational environment

Tracie Bond - Designated Safeguarding Lead

Passions
The Gym and binge worthy TV!
Work Passions
Working with young people to overcome barriers and make them smile.
Why Spaghetti Bridge?
Spaghetti Bridge is unique and so are we, a perfect combination!

Margot - Therapy Dog

Passions
I love long walkies and swimming in the river, but my biggest passion… cheese.
Work Passions
Being taught new tricks and being read to. Nothing better than having my tummy rubbed whilst listening to a story.
Why Spaghetti Bridge?
Because everyday is an adventure!

Dan Garbutt - Headteacher

Passions
Playing music, I play the drums and piano. One day I would like to get back to playing in a band!
Work Passions
Being creative. I am always thinking about new and better ways of doing things!
Why Spaghetti Bridge?
Challenging the status quo of the education system. I love being given the tools and the freedom to provide an innovative, sector changing approach to education in best interests of our students, to allow them to reach their full potential and to change the world.

Joe Karchud - Teacher

Passions

Guitar, singing, songwriting, recording and production. I also really enjoy the outdoors, spending quality time with my family, learning to surf, exploring different beaches, BBQing amazing food in all sorts of weathers and meeting new people.

Work Passions

My passion in work is finding alternative approaches to really making students think deeper & differently about things. Building growth mindsets, making connections, asking questions, taking it apart and seeing how/ if something works if we change up the method… Most of all, it has to be leading students on a journey to become ambitious, skilled and integral members of their community.

Why Spaghetti Bridge?

I’ve worked with young people for nearly 15 years and my adventure has now led me into one of the most important parts of my career. I have found a fantastic company that is also on a mission to provide meaningful, experiential and purposeful education for kids that think so creatively and differently- that they disrupt the ideology of conventional education. Spaghetti Bridge activates staff to be ahead of the curve of what 21st Century learning should look like for neurodiverse, unique and creative students, so that our young people can aspire to lead successful lives filled with ambition, confidence and the skills to make a positive difference in the world.

Luke Curtis - Teaching Assistant

Passions

Football.

Work Passions

To give the young people the feeling of being included and wanted. To give them the best possible chance of a successful future.

Why Spaghetti Bridge?

The alternative curriculum and focus and young people being community ready is a real drive to want to help in that process and be a positive influence on their future.

Bob Blaker - Teacher

Passions
Being outside, hiking, exploring and experiencing.
Work Passions
Sharing practical skills and seeing students become proficient and independent in using them.
Why Spaghetti Bridge?
The ethos, the community and environment.

Danni Del Rio - Teaching Assistant 

Passions
Eating out with friends, socialising, walking my dog.
Work Passions
Helping students to be the best they can be and to achieve their goals.
Why Spaghetti Bridge?
Mainstream wasn’t for me and I like the way we think outside the mainstream box.

Chris Fitzsimmons

Passions
Sports, family and dogs.
Work Passions
Making a difference.
Why Spaghetti Bridge?
I understand why they are doing what they do and just want to be a part of it.

Natalie Locke - Teacher

Passions
Running and Yoga
Work Passions
Building relationships with the students
Why Spaghetti Bridge?
For the holistic approach to education, which focusses on the whole person, and the culture of the schools. Everyone gets on with everyone and it is a lovely place to work!

Hannah Griffin - Teacher

Passions
How honest am I supposed to be? xD
Work Passions
I love working with our young people, they have all these beautiful personalities, and it’s fantastic watching them find themselves and start to put it to good use!
Why Spaghetti Bridge?
I believed in and related too the change Spaghetti Bridge was trying to create!

Tanya Bell - Relational Support Lead 

Passions
I love cooking and eating good food and drink; attempting to play the guitar (badly!), Millwall FC and my dog, Ted!
Work Passions
I am passionate about our students, building strong relationships and seeing them become more confident, finding interests they never realised they had and engaging in education.
Why Spaghetti Bridge?
Spaghetti Bridge gives an opportunity to teach and support every student as an individual, we are not restricted to basic subjects and can explore what our students are passionate about.

Staff name and role

Passions

I love to cook, create and experiment with different flavours in the kitchen… bake off here I come!

Work Passions

Helping the young people understand the emotions they experience throughout daily life and helping them overcome barriers to learning.

Why Spaghetti Bridge?
It is unlike any other school I have ever worked in, we are given the freedom to do what is required to enable our young people to learn and access their curriculum. I love the unique relationships that are built with each and every student throughout the school and every young person is treated as an individual.

Hannah Elizabeth - Teacher

Passions

Music, Singing, Performing!

Work Passions

Unlocking young people’s musical potential!

Why Spaghetti Bridge?

Creative flexibility, no wrong answers, creative expression through hands on opportunities, potential to make a big difference to a young persons future

Kevin Symons - Vocational Lead

Passions

Hiking and wild camping in the great outdoors.

Work Passions

Offering alternative learning outside of the base rooms.

Why Spaghetti Bridge?

Spaghetti Bridge meets with my own passions, which I can pass through to others.

Andy Coulthard - Teacher

Passions

Getting outdoors! Eating out! Good beer!

Work Passions

Helping students to achieve their full potential.

Why Spaghetti Bridge?

The ethos and enthusiasm of the staff team to get the best outcomes for the students.  

Kate McCarthaigh - Curriculum Co-ordinator

Passions

Art, music, creative expression and celebration.

Work Passions

Supporting young people in discovering their passion.

Why Spaghetti Bridge?

Because there’s nothing more exciting than a positive rebellion.

Rachel Cottrell - Teacher 

Passions

Cooking & knitting, but not at the same time!

Work Passions

Understanding the emotions of the young people I work with and how to support them to be in this world.

Why Spaghetti Bridge?

Where else? It fits my philosophy perfectly!

Fiona Clark - Teacher

Passions

Anything outdoorsy and active, good food and traveling the world!

Work Passions

Incidental learning: Anything outdoorsy, outdoor education, sports sessions, Bob forest time, cooking.

Why Spaghetti Bridge?

The people, the passion, the vision.

Karen Marsden - Receptionist

Passions

Family, cooking, nail technician.

Work Passions

Making a difference to our young people’s day.

Why Spaghetti Bridge?

The ethos of our school is all about the students’ wellbeing, care and happiness.

Keita Shirley - Relational Support Lead

Passions
Upcycling furniture and clothes. Wild swimming.
Work Passions

Cooking with students.

Why Spaghetti Bridge?

Because it’s a place that adapts to allow everyone to bloom.

Daisy John - Education
Co-ordinator

Passions

Oof tricky – gardening and visiting gardens.

Work Passions

From admissions perspective, speaking to and supporting parents who are lost and struggling through systems and processes that comes with having a child with additional needs. Forming relationships with students who are overcoming so many barriers to be in education.

Why Spaghetti Bridge?

Easy – it’s student led and student focussed.

Elle Goddard - Curriculum Co-ordinator

Passions

Music, netball, family and friends!

Work Passions

Spending time and getting to know all of our learners to make a difference in their lives.

Why Spaghetti Bridge?

The learners, the staff and the unique approach to education is the reason I enjoy coming to work!

Mary House - Business Manager

Passions

The gym, followed closely by eating!

Work Passions

Making Silver Bridge School the best place to be for staff and students!

Why Spaghetti Bridge?

The students. The staff.