Our Approach
At Spaghetti Bridge, we support young people with a range of needs, who have significant barriers to learning. Whatever their readiness to trust and engage, our curriculum structure allows them to develop a culture of success from the outset.
Whatever the starting point, our curriculum allows for ambitious aspirations to be reached; there is no glass ceiling at Spaghetti Bridge!
Three Phase Curriculum Model
We know our approach is different, and may look different; we also know it works.
The essential foundations which underpin our approach.
All will start here at first, before incorporating features from the other phases, at their point of readiness (a day, a month, a year).
Learning here may look relaxed / unstructured / unconventional – but our data shows it works!
Even when students progress to the exciting challenges and aspirations of the other phases, these immovable cornerstones of our relationships with them remain; none will ever stop working on this phase; it’s central for a reason!
At times of distress, students can and will return to this place of learning safety.
We value and celebrate progress in this phase as much as any other; all of the transformative impact starts / is underpinned here!
Learners will still often revert to ‘Overcoming Barriers to Learning’ and that’s OK.
Learning here may still look different to the norm but learning is what is important.
Literacy, Numeracy and elements from other curriculum areas (based on the National Curriculum) can start to be developed through Percept Learning due to the firm foundations built.
Learners start to be able to consider their futures, their aspirations and their plans for adulthood.
Learning here may (or may not) look more conventional here.
Learners may still often revert to ‘Overcoming Barriers to Learning’ and that’s OK.
Confidence and skills mean learners can earn qualifications and plan for the future.
Ambitious outcomes for adulthood, including independence, wellbeing and employment are developed; and always based on individual interests, talents and desires.
More skills will be applied in the community, with ‘real life’ work experience, community engagement and proactive preparation for adulthood.
