Inclusion Faculty

The Vision

• To establish the role of access and inclusion within the school while still maintaining the ethos and roles of the SENco (Special Educational Needs coordinator).
• To raise attainment for all pupils.
• To work with those learners who are most at risk of marginalisation, under-achievement and exclusion.
• Promoting the 'Bridge' as the focus for inclusion policies.
• To focus on the progress on all such ‘at risk’ groups which include those who have a disability or Special Educational need.
• To include children, giving them access to a mainstream education even modified to secure optimal life chances and regard for them through promotion of inclusion and acceptance.

If you have any worries about your child's needs, please contact Mr Iain Scrimger.

Key Stage 3:

Literacy groups in Years 7, 8 and 9. Meet and Greet. Social communication and behaviour work. Raising attainment across the board.

Key Stage 4:

Meet and greet. Anger management and Boxercise. Social communication and behaviour work including issues of self esteem and confidence. Course work catch up. Raising attainment across the board.

After School Club

The access and inclusion faculty, through the Bridge staff, openly encourage extra curricular activities. Part of the anger management programme involves Boxercise which will be offered as an after school club. Homework club will run by a teaching assistant(s) and aimed primarily at Key stage 3 pupils.

The Bridge

We call our learning support unit – "The Bridge". The Bridge is Rossett School’s inclusion unit. It was opened in October 2004. The Bridge was set up to address issues in and around school that are hindering teaching and learning taking place. These issues could be behavioural, extended absence, truancy, school phobia, underachievement, low self-esteem, integration from another school etc.

The aim of the Bridge is to modify each student’s patterns of behaviour to enable them to access the full curriculum in mainstream school.

The Bridge is not a counselling or psychological service or an alternative to mainstream education. By addressing the behaviour of the few, the majority will benefit in the long term and standards will then be raised.

Why call it the Bridge? The Bridge is a metaphor for the work being done in the unit. It was felt right from the start that there should be movement – that no student should ‘live’ on the Bridge, that each student should ‘cross’ the Bridge as progress was made. The fact that the Bridge is situated geographically in the heart of the school is also no coincidence.

At all times the concept of ‘inclusion’ is at the forefront of its work.The normal stay is six weeks. During this time the student will have rejoined an increasing number of lessons. ‘Bridged’ students will rejoin classes ‘seamlessly’, having kept up to date with their studies throughout their attendance in the Bridge.

There is no academic disadvantage to being in the Bridge. Occasionally a stay is extended if the team believe this would prove beneficial, and in the same way a stay can be cut short if it is felt no progress is being made and the student is hinder the work of others.

When a student leaves the Bridge all their teachers will receive a leaving report, commenting on progress, strengths and weaknesses and recommendations for the future. The students also write a leaving report – on themselves. This is printed on the back of our report. Once completely out of the Bridge, our staff will continue to monitor the student.