At the Bridge International School we endeavour to:
In the light of these aims it is clear that we are committed to providing an environment which encourages all children to maximize their potential and this includes more able, gifted and talented children, regardless of their background, race, religion, gender or ethnicity.
We understand and acknowledge that some pupils will be working at a higher cognitive level than others and therefore recognize that provisions need to be in place to match the pupil needs.
Some pupils will have specific skills and talents and we recognize the need to provide opportunities for these to develop.
Our ethos respects and celebrates the diversity of our community and aim to ensure everyone is given the opportunity to develop skills & abilities irrespective of race, religion, gender or special educational needs.
TBIS is non-selective at entry because we believe that education empowers everyone, regardless of ability or past educational experience. Children with SEN require extra or different help from that given to other children of the same age to access the curriculum. This help is known as Learning Support provision and it enables these children to overcome barriers to learning quickly and easily whilst achieving their potential.
All pupils joining The Bridge will be screened for special education needs by the SEN Coordinator to test their ability to access the Bridge Curriculum. Standardized tests are administered to be able to identify difficulties in language, spelling, phonics, comprehension, numeracy, visual and auditory memory and reasoning abilities.
Some of our SEN students follow a different curriculum which has a combination of IGCSE and other qualifications. There is significant support and monitoring from the Special Educational Needs Department throughout the 2-year course as it will still be demanding but at the right level.
Assess new pupils using a standardized assessment program. We use the Lucid Assessment Tests (LASS and LADS) and WRAT which test various learning areas. In cases where a second opinion is required, we refer the pupils to learning psychologists. The results of these assessments enable us to identify pupils who may have a learning difficulty or disability.