Care & Learning Support

Mental Wellbeing during Coronavirus

We are very aware that the restriction on movement and social interaction may well challenge mental wellbeing.  We want to ensure that our pupils and families can still receive support form ourselves even when the majority of pupils are not able to access school.  Therefore attached here is advice from the school’s Mental Health Lead on sourcing help and support along with self-help booklets for pupils supported by parents and carers to use to help manage certain conditions.

How to Look After Your Mental Health
Children and Young People Mental Health Offer
SELF HELP – How to do calm breathing
SELF HELP – Realistic thinking
SELF HELP – How to increase your self-esteem
SELF HELP – Improving your sleep
SELF HELP – Low Mood


NHS Chat Health Service

Pupils and parents/carers may be interested in what the NHS Chat Health Service has to offer. Details are as below:

ChatHealth – General Info
ChatHealth 11-19 – High Schools


Designated ASD Provision

In September 2007 Bridgewater High School became a 12 place Designated Provision for students with an Autistic Spectrum Disorder (ASD) aged 11-16. Previously this was a 12 place Enhanced ASD Provision. There is a Provision on both Upper Site and Lower Site with the staff working together across both. In September 2012 we became a 16 place Provision. In 2016 we increased our numbers to 22 places across KS3 and KS4. This academic year we are offering 25 places.

Designated Provision is a discrete provision in a mainstream school and as such pupils in the Designated Provision have access to the Provision throughout the school day, including at those times when they integrate into the mainstream classes.


The Designated Provision provides;

  • Small group teaching – as appropriate
  • Individual teaching – as appropriate
  • Support when needed in mainstream classes
  • Access to the full Curriculum
  • Social Skills groups
  • Speech and Language – as appropriate
  • The facility to take part in a full range of examination subjects
  • The opportunity to take part in a range of extra-curricular activities
  • An area in which students feel safe and secure throughout the school day


The pastoral needs of the students are met through;

  • Membership of a mainstream tutor group if appropriate
  • Daily individual support and guidance
  • Peer mentoring


The emotional needs are met through;

  • Supportive relationships with Provision Staff
  • Application of specialist strategies when appropriate
  • Close liaison with parents/guardians
  • Liaison with outside agencies
  • Specialist support available within the Provision throughout the school day


Warrington Peer to Peer Review March 2019

Summary Statement:

Bridgewater High School was found to be a very inclusive school which is valued by both children and parents. School Ambassadors felt that children in the DP are treated like everyone else and no one is discriminated against. All pupils regardless of starting points are making strong progress and are attaining well by the end of KS4. Pupils have access to a broad, balanced curriculum, which pupils in the DP have full access to and are able to integrate into whenever they are able. Whenever they are not able to access the curriculum alternatives are sought such as the Walton Lea Project. Pupils in the DP are very well supported by experienced and skilled staff so that at no point is there a fear that pupils will fail. Pupils therefore, are able to participate and access a wide range of provision that would otherwise be out of reach for them.

The school is ASD aware and autism friendly. Assemblies have been held to inform the pupils about ASD and children participated in an autism awareness conference to raise the profile of the condition. All pupils who were spoken to say they felt the school was a safe place.  There are high aspirations for children in the DP and the provision is well led and managed by an experienced and supportive lead.


Warrington Peer to Peer Interim Review May 2018

Summary Statement:

The DP remains a centre of excellence for the school. Its new setting at KS4 is evidently a key location for a number of vulnerable students who are in addition to DP registered pupils. Staffing expertise is evident and partnerships with other schools growing. The expanded role of the DP lead has helped the accommodation of DP pupils and ASD expertise around the wider school.  The paperwork provided by the school gives a clear indication of the strengths of the setting and the curriculum variety on offer for individuals.


Warrington Peer to Peer Review March 2017

Summary Statement:

It is the view of the Peer team that this is an Outstanding Designated Provision. Ongoing improvements made following advice have been absorbed into daily school life and the students here get a good deal of support and challenge in order that they might make the most of their time here. Parents re-iterate the DP mantra that “they make them wobble but make sure they don’t fall”. This practice aids pupil resilience and independence and untimely aids learning and preparation for the next stage of life.


Ofsted Nov 2011

‘Support for students whose circumstances make them vulnerable is particularly strong, with all groups, including those diagnosed with autistic spectrum disorder, making progress in line with their peers.’


Entry into the Designated ASD Provision at Bridgewater High School

Places within the Provision are allocated by Warrington Education Authority and are not based on location to the school. Students need to have an Education, Health and Care Plan and a diagnosed Autistic Spectrum Condition.  Requests for a place can be made through the EHCP Review Process. For entry into Y7 it is encouraged that this is requested during the Y5 transition review.


If you require any further information please do not hesitate to contact us.

Tel: 01925 263814



Year Groups Pastoral Organisation

Each year group is split into two halves called Stockton and Appleton. There are five tutors for each half of the year group. The work of the tutors is managed by a Pastoral and Achievement Leader (PAL) and a Pastoral and Achievement Manager (PAM) who has overall responsibility for pastoral matters in each year group. This pastoral support is further enhanced by Assistant Headteachers who coordinate pastoral work across each Key Stage. In addition we have a number of colleagues in school who can provide more specific student support if needed or arrange access to a range of outside agencies. The pastoral team meet regularly to review progress.




If your child is unwell and unable to attend school please telephone school to inform us of the absence (Lower Site 01925-263814 / Upper Site 01925-263919)


If your child has to leave school early or arrive late to school because of an appointment please confirm this in the form of a signed note. This should be shown to the office where a Signing Out / In Slip will be issued.

It is essential that we make every effort to ensure that our attendance data is accurate. Therefore, we would like to ask for your support in ensuring that students do not mis-use the absence log in any way; if they do so, then serious consequences will follow.

Monitoring absence for such a large student body is a demanding task. We appreciate in advance your support in ensuring that unavoidable absence is reported to us as quickly as possible.

Requests for Absence

Parents do not have a right to take their children out of school for holidays during term time. By law you must ask permission for your child to miss school.

Parents wishing to apply for their child to have leave from school should complete the relevant form (click here) and return it to school for authorisation well in advance of the proposed leave.



We have the highest of expectations regarding the behaviour of pupils at Bridgewater High School. Pupils are encouraged to behave in a positive way through the school ethos which encourages individual responsibility and a respect of each others rights. Posters displaying our expectations are displayed around the school. Pupils are rewarded for good behaviour by Positive Points, letters home and certificates. The number of points that pupils receive is then totalled with pin badges being issued once milestones are achieved. Pupils achieving the highest number of points are taken on reward trips in February and July of each academic Year.

Where pupil behaviour falls below the standards that we would except the school uses a range of strategies. Within a lesson the focus at all times is to de-escalate the poor behaviour so that teaching and learning for all can continue. This will be ensured through verbal warnings or the moving of seats. For more serious and or consistent poor behaviour the pupil will be monitored with realistic targets set to bring about improvement. The school also operates Inclusion facilities to allow learning and progress for all pupils. Should behaviour continue to deteriorate or be a very serious one off incident the school will utilise the most serious sanctions of fixed term and permanent exclusion.



The national message this year on bullying is ‘change starts with us.’ At Bridgewater we have interpreted this and will deliver personal development sessions and assemblies on the language we use around school and how the students should talk to and about each other.

In doing this we will not only discuss bullying and the detrimental affect it can have on young people’s mental and emotional health but in particular focus on the negative use of language in important areas of race, sexuality and disability.

Therefore, this year the anti-bullying message will be about highlighting the negative language used around race, LGBTQ+ and disability. All schools have issues with negative language and whilst we are proud of the inclusive nature of Bridgewater we are not naïve to presume that it does not exist. Therefore, we will be challenging our young people to think about the language used in school and ensure that the school tackles theses society wide issues in a positive and constructive way.

However, we do need your support. In preparation for next week’s campaign it would support us if all parents engage their children in a discussion about what is appropriate language and why using negative language or derogatory phrases to discuss another person’s protected characteristics is being highlighted by the school during anti-bullying week. Protected characteristics is the term used in the 2010 Equality Act to describe those personal characteristics protected by the law from discrimination. We are aware that that many families will discuss these issues often and already support their children in these matters, however, we would appreciate a reminder in preparation for next week’s sessions.

For those parents who would find some guidance useful I have included a table of relevant content that we will be highlighting to the students next week.

Racially motivated language Racism can be divided in to two types. Casual racism that is not aimed at any specific individual. This could take the format of jokes or ignorant misconceptions of a person’s culture or heritage. Or it can be directed at a specific individual. All forms of racism are unacceptable. This will be highlighted to the students via and explanation of Protected Characteristics which makes discrimination against the law under the Equality Act 2010.

LGBTQ and homophobic language LGBTQ is an acronym for lesbian, gay, bisexual, transgender and questioning. These terms are used to describe a person’s sexual orientation or gender identity.

The most common form of homophobic language is ‘that’s so gay’ and ‘you’re so gay’. Many gay people report hearing the casual use of these phrases across the UK. These comments are sometimes directed towards people who are actually, or perceived to be, gay. However, they are most often used to mean that something is bad or rubbish, with no conscious link to sexual orientation at all. A pupil might say ‘those trainers are so gay’ (to mean rubbish or uncool) or ‘stop being so gay’ (to mean stop being so annoying). This will be highlighted to the students via and explanation of Protected Characteristics which makes discrimination against the law under the Equality Act 2010.

Disability Children and young people with a learning disability can experience bullying in UK schools, singled out for being seen as different. This could be things like:

speaking or moving differently
showing emotion differently
having specialist equipment
having support from a teaching assistant or SEN Co-ordinator
making loud noises in class or being easily provoked
showing loud, excitable or even aggressive behaviour or being easily provoked
being quiet, seen as an ‘easy target’ or easy to control.

Bridgewater High School has a designated provision for autism and area of school life that is accepted as regular part of the school. These students can often stand out and can appear to be different from other students. This will be highlighted to the students via and explanation of Protected Characteristics which makes discrimination against the law under the Equality Act 2010.

Image result for anti-bullying week


Bridgewater High School has a zero tolerance approach to bullying of all kinds. We believe that it is the right of every pupil and every staff member to work in a positive and safe environment and that it is the responsibility of everyone to make sure that this happens. To ensure that everyone has an opportunity to report concerns about bullying, Bridgewater uses both the CEOP reporting system for online abuse (see the button on our homepage) and also accepts emails to the address Concerns can be reported with contact details or anonymously. Any issues reported via tellus will be dealt with by our pastoral team as soon as possible.


At Bridgewater we work hard to acknowledge the efforts and successes of our pupils. Teaching staff are in regular contact with parents and will often send home letters of praise throughout the year. Our formal rewards system involves pupils receiving lesson scores for every period of the school day which indicates their commitment to the lesson. All pupils start on a 2 and can be moved ‘up’ to a 1 where they have shown particular commitment in that lesson. These scores are averaged each half-term and those with a score of 2.0 or lower receive a letter home and are entered into a raffle.

Click here for further details on what the numbers mean.

Alongside this system our pastoral staff monitor attendance, punctuality and behaviour (via the lesson scores) and pupils who perform consistently well in these areas are acknowledged in rewards assemblies and via opportunities to attend reward trips at Christmas and Easter.

Two highlights of our academic year are our annual rewards evenings at KS3 and KS4 where academic and pastoral staff nominate pupils for outstanding achievement and effort.