Castlebridge School will meet the needs of pupils from Year 3 - Year 11; it has been identified that the school will predominantly be for pupils who experience difficulties accessing education within the context of their autism (primary need). Most of the pupils who will be placed in the Free School will have had a challenging experience in mainstream school and may have developed strategies of school/ learning avoidance to help themselves feel safe.  In many cases this will have impacted on their educational progress and self-esteem and for some pupils, this will manifest in behaviour that is challenging to others. Their range of needs may also be multi-layered and interconnected, combining communication difficulties, anxiety, attachment, relationships, behavioural, physical, medical, sensory, and communication features. Castlebridge Schools curriculum is a tailored, personalised learning approach that will ensure pupils are able to effectively access and engage with, and ultimately achieve meaningful skills and academic  accreditation which is nationally recognised.

Castlebridge School intends;       

• To provide effective specialist support to enable pupils to fully access their learning and develop transferable skills in communication, interaction and resilience strategies.
• To work in partnership with pupils, parents, schools and other agencies to identify individual development needs and implement an appropriate support plan.
• To provide high quality teaching and learning to ensure good progress and academic accreditation.
• To implement effective Assessment for and Assessment of Learning to include baselining, flightpaths and intervention strategies.
• To develop highly effective transition processes ensuring effective use of information sharing.
• To develop and implement highly effective IEPS ensuring EHCP outcomes are delivered.
• To develop and implement highly effective EHCP review process in partnership with parents to ensure preparation for adulthood is central to planning.  

Curriculum offer overview

The core purpose of the Castlebridge School will be to provide accessible academic opportunities underpinned by a carefully constructed PSHE and communication and interaction provision map. This provision will be designed to equip young people with a personalised toolkit of communication, wellbeing, resilience and mental health strategies. These strategies will be implemented to support pupils in accessing their learning and developing the confidence, skills and knowledge necessary to progress through school and into adulthood.

Castlebridge will celebrate neurodiversity, recognising, accepting, respecting, and responding accordingly to developmental difference; we believe that ASC and associated needs are not a “disorder” that need correcting, but are unique to the individual who requires a unique response in the educational offer they receive.  Castlebridge School believes that pupils conditions will influence the pathway for their life, but should not determine it.

Pupils with ASC hold similar aspirations to their neurotypical peers, these include a need to communicate effectively, build relationships, develop friendships, participate in purposeful activities, be independent, self-advocate and be happy. Castlebridge School will provide fully in-formed specialist support to ensure excellent progress and attainment of all pupils. Our curriculum is designed to facilitate this.

The school will celebrate neurodiversity by accepting, respecting and recognising neurological and developmental difference. Autism evidenced-based practices, pedagogies and strategies such as SCERTS (Social Communication, Emotional Regulation and Transactional Support), SI (Sensory Integration), and Team Teach (positive behaviour management), Specific Literacy/Numeracy interventions and ICT will be fully utilised to provide a structured approach to learning and social development. Pupils will be supported and taught to be able to understand and participate in the wider world responsibly.

ASC is a spectrum of strength and difficulties; it is likely that there will be a homogeneous manifestation of characteristics with our ‘higher functioning’ cohort. Therefore, the Trust and the professionals already employed within it alongside the pre-opening team will ensure staff possess an ability to deliver.