Frequently-asked questions
Our FAQs bring together the questions families often ask about First Bridge School.
Where is First Bridge School?
First Bridge School is based at Station Court, Imperial Wharf, 1 Townmead Road, London SW6 2PY. The nearest station is just seconds away, Imperial Wharf (London Overground's Mildmay line, and National Rail).
What does it mean that First Bridge School provides integrated education and therapy?
It means that education and therapy are planned and delivered together, so that every pupil’s day is cohesive, highly individualised and rooted in evidence-based practice. Our approach is guided by the principles of behaviour analysis (ABA) and focuses on developing communication, social interaction, learning behaviours, independence and wellbeing alongside a broad and balanced curriculum.
Each pupil has an Individual Education Plan (IEP) and an integrated programme that combines carefully adapted national curriculum learning (aligned to the Independent School Standards areas) with individual therapy targets. Teaching is structured, data-informed and responsive, with planned opportunities to generalise and maintain skills across classrooms, group learning, play and daily routines.
Our teachers, therapists and therapy programme supervisors work closely as one team. This ensures pupils receive consistent strategies, high expectations and the right level of support to make meaningful progress in communication, behaviour, social skills and learning.
What curriculum do you teach?
Our curriculum is broad, balanced and highly personalised. It aligns to the Independent School Standards subject areas and incorporates carefully selected elements from national curriculum frameworks, adapted to each pupil’s developmental profile.
Alongside curriculum subjects, pupils follow an evidence-based therapeutic programme (informed by tools such as ABLLS-R and VB-MAPP) that targets communication, play, social interaction, learning behaviours and independence. Skills are taught through a blend of structured teaching, group learning and natural environment teaching, and are generalised across settings and routines.
Pupils also benefit from enrichment opportunities that support learning beyond the classroom, including structured play, physical development and educational visits where appropriate, supported by robust risk assessment.
What support and therapies do you offer?
Pupils receive an integrated programme of specialist education and therapy underpinned by evidence-based practice and the principles of behaviour analysis. Support is individualised and may include 1:1 teaching and intervention, small-group learning, natural environment teaching, and communication support including Augmentative and Alternative Communication (AAC) where appropriate. Where speech and language therapy, occupational therapy and/or physiotherapy are specified in a pupil’s EHC plan, these therapies are provided/commissioned by the local authority.
Families are a key part of our approach. Parents/carers receive regular communication and support, including planned meetings and coaching to help generalise learning at home and in the community.
How many pupils are in a class?
Class sizes are small (never more than 14 pupils) to enable highly personalised teaching, close supervision and consistent therapeutic support. The exact class size and staffing are planned around pupils’ needs, safety and learning goals.
How are pupils assessed?
We use a combination of baseline (intake) assessment, ongoing assessment and scheduled re-assessments to identify starting points, plan next steps and monitor progress over time. This includes evidence-based developmental assessments (e.g., ABLLS-R, VB-MAPP and other tools where appropriate), curriculum and phonics assessment (Read Write Inc., where applicable), and continuous tracking of targets and data through our systems (including HiRasmus).
Are your staff qualified?
Yes. Our provision is delivered by a multidisciplinary team, including qualified teachers and trained therapists, overseen by experienced therapy programme supervisors and school leaders. All staff receive role-appropriate training and are supported to deliver consistent, evidence-based practice.
Will my child go on trips? How will they be kept safe?
Of course! We think it is extremely important that all pupils enjoy opportunities to go on trips, to play in local parks and to participate in a range of enriching experiences. We risk assess every pupil and every activity, and ensure that the staff-to-pupil ratio supports out-of-school experiences that are as safe as possible.
What are the timings of the school day?
Monday to Friday, 9.00am to 4.00pm.
Do pupils have to wear uniform?
At present, pupils are not required to wear school uniform. We do however encourage parents to ensure their children are appropriately dressed for the variety of activities and lessons throughout the school day, and to provide spare clothes.
Why are your term dates different from many other schools?
Our term dates are designed to provide greater consistency for pupils and families and to support pupils who benefit from a more continuous, extended-year model of education and therapy. As an independent special school, we set our own calendar and open for more weeks than many other schools (with planned staff training and closure periods), so pupils have fewer long breaks from routines and learning.
What about mobile phones and other devices?
To support safeguarding and learning, pupils do not use mobile phones or personal internet-enabled devices during the school day. Where technology is used, this is on school devices (predominantly iPads/tablets), with in-person staff supervision at all times and only with approved, age-appropriate applications. Staff check content before it is shown to pupils, device use is time-limited to support a healthy balance of activities, and all school devices and the school network are protected by filtering and monitoring systems.
Staff do not use personal mobile phones or other personal devices during working hours wherever pupils are present. Phones must be locked in the school’s phone lockers during pupil-facing time. The only exception is for members of the Safeguarding Team (DSL and DDSLs) who may need access to their phone for authentication when using safeguarding systems (e.g., CPOMS).
Will I get phone calls asking me to collect my child during the school day?
No. We know that this has been a negative experience in the past for many of our families. Families are kept regularly updated via our school communication app, and will only receive calls during the school day if there is an emergency or if a serious incident has occurred.
What are the arrangements for food?
Pupils bring their own snack and lunch each day. As a specialist autism setting, we recognise that eating can be closely linked to sensory processing, anxiety, routine and communication, and that pupils’ preferences can be very individual. Bringing familiar ‘safe’ foods from home helps pupils feel settled, reduces uncertainty at mealtimes and supports regulation, so they are comfortable and ready to learn. We are happy to work with families on individual food plans (including allergies, restricted diets and ARFID-related needs) and will support pupils to follow consistent mealtime routines in a calm, low-pressure way. Please ensure food is clearly labelled and, where needed, provide any preferred utensils or containers to help your child eat successfully at school.
Will my child be physically restrained?
Only when it is absolutely necessary in order to keep everybody safe. We do not physically intervene with pupils as a behaviour management strategy. Our staff are Team Teach trained, which is nationally recognised training focused on de-escalation (spotting triggers before an incident occurs and intervening quickly) and positive handling (a small number of safe, tried and tested holds).
What types of special educational needs do pupils have at First Bridge School?
First Bridge School is a specialist school for pupils aged 2 to 9 with suspected or diagnosed autism and related developmental, attention and/or social communication differences. Many pupils are supported by education, health and care (EHC) plans, while others access our provision through a personalised placement agreed with families and professionals.
Do you use secure rooms, sometimes known as 'calming' rooms?
No. Pupils can access open relaxation spaces, such as our purpose-built multi-sensory room; pupils are always supported by a trusted adult and never left in isolation.
Do you provide placements with one-to-one support?
Yes. We can provide placements with one-to-one support where this is assessed as necessary for a pupil’s safety, learning and wellbeing. As a specialist autism setting, we recognise that support needs can change across the day, so 1:1 support may be consistent throughout the school day or targeted at particular times (for example during transitions, group learning, personal care, community visits, or when a pupil needs extra support with communication and emotional regulation). The level of support is individualised and kept under regular review, with the aim of helping each pupil access learning successfully while also building independence and gradually reducing support where appropriate.
Do you suspend pupils from school?
No. We understand behaviour as communication, and every pupil has an individual Behaviour Support Plan focused on proactive strategies (predictable routines, environmental adjustments, regulation support and functional communication) and on teaching the skills they need to cope and learn successfully. We work closely with families and review plans regularly. Suspensions and exclusions are exceptionally rare and would only ever be considered in exceptional circumstances where there is a serious and ongoing safety risk that cannot be reduced through additional support and reasonable adjustments, in line with our policies.
Do you provide temporary placements?
No, and we are not an alternative provider (AP) or pupil referral unit (PRU). We are an independent special school providing full-time, permanent placements only.
Is transport to and from school provided?
Some of our pupils are transported to school by their local authority. This is something families apply for through their local authority's SEND transport team. We are not responsible for transporting pupils to and from our school sites and have no influence over decisions made to provide it.
May I visit your school to look around?
Yes. Families are welcome to visit by emailing admissions@firstbridge.school for an individual tour, or by attending one of our scheduled open days throughout the school year.
How do I apply for a place at First Bridge School?
Admissions begin with an initial enquiry and a suitability assessment, so we can understand your child’s strengths and needs and confirm that our provision is appropriate. Placements may be funded through an EHC plan (via your local authority) or privately (including insurance), depending on individual circumstances. Our admissions team will guide you through the process, including visits where appropriate.
How do I raise a concern or complaint?
We always aim to resolve concerns quickly and informally. In the first instance, please speak to your child’s teacher or therapy programme supervisor. If the issue is not resolved, you can follow our formal complaints procedure, which sets out clear stages, timelines and escalation routes.