At Riverside Bridge School, accessibility is central to everything we do.
As a specialist school for pupils with complex learning, communication, sensory, physical and medical needs, we are committed to ensuring that every pupil can access education, participate fully in school life and achieve their potential.
Accessibility is not viewed as a separate area of provision. It is embedded within our curriculum, learning environments, communication systems and everyday practice, ensuring that barriers to participation are identified and removed wherever reasonably possible.
Access to Learning
We provide a highly personalised and inclusive curriculum that enables all pupils to engage in learning and make meaningful progress from their individual starting points.
Teaching is adapted to meet a wide range of needs through:
- BridgeWorks structured teaching, visual supports and work systems;
- Total Communication approaches, including AAC, symbols, signing and Communication Profiles;
- objects of reference and sensory approaches;
- specialist resources, assistive technology and adapted equipment;
- therapeutic approaches embedded within classroom practice through close partnership with Speech and Language Therapy, Occupational Therapy and other specialist services; and
- personalised learning pathways that promote communication, independence and Preparation for Adulthood.
We recognise that pupils learn in different ways and ensure that teaching, resources and environments are adapted to maximise engagement, participation and success.
The Physical Environment
Riverside Bridge School is designed to support accessibility for pupils, families, staff and visitors.
Our environment includes:
- accessible classrooms and learning spaces;
- adapted toilet, hygiene and changing facilities;
- specialist equipment and resources;
- sensory spaces, regulation areas and intervention rooms;
- accessible routes throughout the building;
- consideration of lighting, acoustics and environmental factors; and
- environments that are structured, predictable and designed to support communication, independence and emotional regulation.
We continually review our facilities and learning environments to ensure that they meet the changing needs of our pupils and the wider school community.
Access to Information
We recognise that information should be accessible to everyone.
Where required, information can be provided in alternative formats and through adapted communication approaches to meet individual needs.
This may include:
- visual supports, symbols and photographs;
- simplified or adapted language;
- Easy Read and visual documents where appropriate;
- verbal explanation and support;
- translated materials where appropriate; and
- accessible digital information.
We also support families through our communication platforms, Parent Hub and wider family engagement programme, ensuring that communication remains clear, meaningful and accessible.
Working in Partnership
Effective accessibility is strengthened through strong partnership working.
We work closely with:
- pupils and families;
- Speech and Language Therapists, Occupational Therapists and healthcare professionals;
- the Local Authority and Virtual School where appropriate;
- external specialists and support services; and
- partner agencies involved in meeting pupils' educational, health and wellbeing needs.
Working together enables us to identify barriers early, make appropriate reasonable adjustments and ensure that support remains personalised, consistent and effective.
Equality and Inclusion
As part of our commitment to equality, we work to ensure that pupils are not disadvantaged because of disability, communication needs, medical needs or any other protected characteristic.
We are committed to:
- promoting equality of opportunity;
- removing barriers to participation and learning;
- making reasonable adjustments where required;
- fostering an inclusive environment where everyone feels valued, respected and able to participate fully in school life; and
- promoting communication, independence and positive outcomes for every pupil.
Accessibility is a fundamental part of our wider commitment to inclusion, belonging and pupil wellbeing.
Continuous Improvement
We regularly review and evaluate accessibility across the school to ensure that it continues to meet the evolving needs of our pupils and wider community.
This includes:
- monitoring pupil participation, engagement and outcomes;
- reviewing the accessibility of the curriculum and learning environment;
- evaluating the physical environment and specialist facilities;
- gathering feedback from pupils, families and professionals;
- reviewing reasonable adjustments and accessibility arrangements; and
- identifying priorities through school improvement planning.
This ongoing process helps ensure that accessibility remains at the heart of everything we do.
Accessibility Plan
In accordance with the Equality Act 2010, Riverside Bridge School maintains a three-year Accessibility Plan that sets out how the school will continue to improve:
- access to the curriculum;
- the physical environment; and
- the provision of accessible information.
The Accessibility Plan is reviewed regularly by the Governing Board to ensure that it continues to reflect the needs of our pupils and wider school community.
At Riverside Bridge School, we are committed to ensuring that every pupil can access learning, participate fully in school life and develop the communication, independence and life skills they need for the future.
By creating an accessible, inclusive and supportive environment, we enable every pupil to feel safe, valued and empowered to achieve their full potential