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@meadowbridgeschool.co.uk

Proprietorship

Meadow 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

Meadow 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.

Governance Team

The Meadow 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.

Complaints

2023/24 – 2
2024/25 – 4

Ofsted Reports

Meadow Bridge School’ Ofsted report can be found here.

Policies

Admissions Anti-Bullying
Anti-Bullying Anti-Bullying
Assessment Assessment
Relational Support Relational Support
Child Protection and Safeguarding Child Protection and Safeguarding
Relationships and Sex Education Relationships and Sex Education
Complaints Complaints
Curriculum Curriculum
First Aid First Aid
Health and Safety Health and Safety
Remote Home Learning Remote Home Learning
Risk Assessment Risk Assessment
SEN Policy and Information SEN Policy and Information
Accessibility Plan Accessibility Plan
Whistleblowing Policy Whistleblowing Policy
Exclusion Policy Exclusion Policy
Careers Education, Advice and Policy Careers Education, Advice and Policy
Rehabilitation of Offenders Rehabilitation of Offenders
Accessibility Accessibility
Privacy Privacy
Terms and Conditions Terms and Conditions

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

Meadow Bridge School is located in Cricklade, a historic Saxon town in North Wiltshire situated on the River Thames. Often referred to as the “first town on the Thames,” Cricklade is known for its medieval streets, Saxon church, and the annual fritillary bloom at North Meadow. The town offers a unique blend of heritage and community spirit, surrounded by countryside and protected nature reserves.

The Royal Wootton Bassett and Cricklade area benefits from lower rates of child poverty, antisocial behaviour, and violent crime compared to other parts of the county. However, Cricklade’s proximity to the River Thames means it experiences seasonal flooding, particularly in North Meadow during the winter months.

Meadow Bridge School is registered for 85 students across two nearby sites—Thameside and Parkside—which are just a 10-minute walk apart. Our students travel from several Local Authorities (LAs), including Wiltshire, Swindon, Gloucestershire, South Gloucestershire, and Oxfordshire. We are also accessible to students from Bristol LA. The majority of our students arrive via LA-provided taxi transport, while others are brought by parents or carers. Safeguarding across these LAs is coordinated through strong partnerships with safeguarding teams in each area.

At Meadow Bridge School, we respond to both local and contextual challenges by delivering a relational curriculum supported by robust safeguarding strategies. Safeguarding is embedded throughout our PSHE education (Personal, Social, Health and Economic) and RSE (Relationship and Sex Education), which covers vital topics such as online safety, healthy relationships, substance misuse, and community safety. Additionally, we deliver annual lessons on the risks and safety responses related to open cold water, reflecting the local environmental context.

Headteacher: Rebecca Sainsbury 

Deputy: Daniela Wright

Designated Safeguarding Lead: Claire Ainsbury

Safeguarding@meadowbridgeschool.co.uk

Eliminating discrimination

The school is aware of its obligations under the Equality Act 2010 and complies with non-discrimination provisions.

Where relevant, our policies include reference to the importance of avoiding discrimination and other prohibited conduct.

Staff are regularly reminded of their responsibilities under the Equality Act, for example during meetings. Where this has been discussed during a meeting it is recorded in the meeting minutes. 

New staff receive training on the Equality Act as part of their induction, and all staff receive refresher training every year.

 

Advancing Equality of Education

As set out in the DfE guidance on the Equality Act, the school aims to advance equality of opportunity by:

  • Removing or minimising disadvantages suffered by people which are connected to a particular characteristic they have (e.g. students with disabilities, or gay students who are being subjected to homophobic bullying).
  • Taking steps to meet the particular needs of people who have a particular characteristic (e.g. enabling Muslim students to pray at prescribed times).
  • Encouraging people who have a particular characteristic to participate fully in any activities (e.g. encouraging all students to be involved in the full range of school societies).
Fostering Good Relationships

The school aims to foster good relations between those who share a protected characteristic and those who do not share it by:

  • Promoting tolerance, friendship and understanding of a range of religions and cultures through different aspects of our curriculum. This includes teaching in RE, citizenship and personal, social, health and economic (PSHE) education, but also activities in other curriculum areas. For example, as part of teaching and learning in English/reading, students will be introduced to literature from a range of cultures.
  • Holding assemblies dealing with relevant issues. Students will be encouraged to take a lead in such assemblies, and we will also invite external speakers to contribute.
  • Working with our local community. This includes inviting leaders of local faith groups to speak to students, and organising school trips and activities based around the local community.
  • Encouraging and implementing initiatives to deal with tensions between different groups of students within the school. All students are encouraged to participate in the school’s activities. We also work with parents/carers to promote knowledge and understanding of different cultures.
  • We have developed links with people and groups who have specialist knowledge about particular characteristics, which helps inform and develop our approach
Equality Considerations in Decision Making

The school ensures it has due regard to equality considerations whenever significant decisions are made.

The school always considers the impact of significant decisions on particular groups. For example, when a school trip or activity is being planned, the school considers whether the trip:

  • Cuts across any religious holidays
  • Is accessible to students with disabilities
  • Has equivalent facilities for boys and girl
Equality and School Attendance

The school is aware that there are many diverse communities within the United Kingdom and that not all communities follow the same holiday calendar.  Therefore, the school does not require attendance on established community holidays or traditional events if this conflicts with the school-year calendar.

Monitoring and Evaluation

Monitoring for equality is carried out through the school’s regular systems of ensuring quality teaching and learning, e.g. through data analysis, consultation, regular observations of lessons and other curricular activities, surveys of parent/carer and student views.
Incidents of bullying, discrimination, harassment or victimisation related to any area of equality are dealt with as outlined in our Relational Support Policy, Child Protection and Safeguarding Policy and Staff Code of Conduct policy
Incidents of discriminatory behaviour are recorded and racist incidents are reported to the local authority, as required in law.

At Meadow 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.

Please click here for our consultation page and to complete our parent survey.

Contact us

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, community activities, Industry Experts, Driving Questions, the experience of work-environments, and a project-oriented curriculum, 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, the 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 are completed through Project Steps, such as brainstorming, creating models, doing field work, and presenting to the community. 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. Reading is woven into projects through such steps as researching. 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. 

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.