Teaching and Learning: The 3Is at Newbridge Learning Community
1. Intent
At Newbridge, we believe every pupil is better than they know and we are committed to creating a learning environment where all pupils feel:
- Community – A sense of belonging and contribution.
- Compassion – Understood, accepted, and valued.
- Courage – Supported to take risks and face challenges.
- Competence – Equipped with the skills and knowledge to succeed.
Our curriculum intent is to:
- Deliver a broad, balanced, and relevant curriculum tailored to the interests, needs and EHCP outcomes of SEMH learners.
- Promote resilience, independence and self-regulation alongside academic progress.
- Cultivate positive relationships that are the foundation of all learning.
- Foster a safe and predictable learning environment, built on consistent routines and mutual respect.
- Equip pupils with the knowledge, skills and emotional tools for lifelong learning, employability and personal well-being.
We aim to inspire confident, capable and compassionate learners who are ready to engage with the world beyond school.
2. Implementation
Our teaching practice is grounded in Rosenshine’s Principles of Instruction, adapted for SEMH learners, and enacted through:
Teaching Strategies
- Daily Review – Retrieval practice to consolidate learning and reduce anxiety.
- Explicit Instruction – Clear, structured delivery in manageable steps with strong visual support.
- Questioning – Inclusive, open-ended questioning that builds confidence and checks understanding.
- Modelling – Demonstrating academic and social-emotional processes.
- Guided Practice – Scaffolding learning through paired and supported tasks.
- Independent Practice – Encouraging autonomy once mastery is evident.
- Weekly/Monthly Review – Revisiting learning to embed knowledge long term.
Adaptive Approaches
- Differentiation by task, support, and outcome.
- Use of assistive technology, practical tasks, and hands-on experiences.
- Therapeutic practices including nurture, trauma-informed methods, and mindfulness.
- Emotion Coaching and restorative approaches to support regulation and build trust.
Learning Environment
- Calm, organised, visually supportive classrooms with clear routines.
- Safe spaces and regulation strategies readily accessible.
- Predictable structures that minimise anxiety and maximise focus.
Feedback and Assessment
- Formative and ongoing assessment, tailored to SEMH needs.
- Regular, kind and specific feedback promoting self-belief.
- Pupils involved in self-assessment and target setting.
- Progress measured against personal starting points, EHCP outcomes, and curriculum goals.
Staff Development and Support
- Ongoing CPD on SEMH, trauma-informed practice, Rosenshine’s principles, and inclusive pedagogy.
- Coaching, peer observation and pupil feedback used to continually refine practice.
- Consistent expectations, language and values across the school.
Family and Community Engagement
- Strong home-school communication and collaboration.
- Workshops and resources for parents/carers to support learning at home.
- Pupil voice is embedded in shaping learning experiences.
3. Impact
Our teaching and learning approach results in:
- Improved outcomes for SEMH learners, both academic and personal.
- Pupils who feel safe, valued and motivated in their learning.
- Increased confidence, self-regulation and independence in pupils.
- A strong sense of belonging and community within the school.
- Consistently high levels of engagement, attendance and participation.
- Pupils equipped with lifelong learning skills, emotional resilience and a belief in their ability to succeed.
- A school culture aligned with Ofsted’s expectations for quality education, behaviour, personal development and leadership.
We measure impact through:
- Progress towards curriculum goals and EHCP targets.
- Behaviour and engagement data.
- Pupil voice and self-reflection.
- Ongoing staff observation and review.
- Feedback from families and external professionals.
Summary
By aligning Intent, Implementation, and Impact with our core values and the specific needs of SEMH learners, Newbridge delivers a compassionate, inclusive and ambitious learning environment. Our goal is not only outstanding education but also whole-child development and preparing our pupils for success far beyond the classroom.