Welcome to Quayside!
e leading a school nd supported to become the best version of themselves.
At Quayside, we work with pupils who have special educational needs and learning disabilities, and we understand that every pupil’s journey is different. Our aim is to create a safe, nurturing environment where pupils feel confident, understood and ready to learn. We focus not only on academic progress, but on communication, independence, wellbeing and life skills because success looks different for every individual.
We place great importance on working closely with families and professionals so that we can truly meet each pupil’s needs. Our team are committed to building strong relationships with pupils and celebrating every step of progress, no matter how small it may seem.
Quayside is also a school that wants to be part of its community. We want our pupils to feel connected to the world around them and to have opportunities to take part in it At the same time, we welcome families and visitors into our school so they can see the positive, supportive environment we are building together
It’s a privilege to lead Quayside School, and I hope this prospectus gives you a sense of what makes this such a special place.
Reece Greenwood, Headteacher
Who we are
Quayside is Bright Future’s new school opening in Salford, offering specialist education and support for up to 30 pupils aged 5-19 with autism, learning disabilities and associated complex needs who have an Education, Health and Care Plan (EHCP). Quayside School represents our continued commitment to delivering sector-leading, forward-thinking education that puts pupils first.
We recognise that pupils may join us during a period of crisis and may have spent long periods of time out of education. We provide personalised education tailored to each student’s strengths, needs and aspirations.. Their individualised Learning Plan and timetable enables them to overcome barriers to learning and is designed to fully meet their EHCP needs and support them to reach their potential. Our protective framework offers peace of mind to families, carers, and placing authorities
We also provide assessment services that identify future educational, healthcare, and social care needs. Each pupil receives a broad, balanced, and individualised curriculum, inclusive of college transitions and work-based placements.
“Awakening Potential - Our Vision is to provide the highest quality education to ensure our pupils can reach their full potential and achieve the best possible life chances.”
Positive Behaviour Support
Quayside School prioritises Positive Behaviour Support, adopting a positive and person-centered approach when managing behaviour of concern or unsafe behaviour, with access to Bright Future’s designated Positive Behaviour Support Team We recognise the challenges that our pupils face and take a holistic approach in understanding the individual, their autism and their specific needs.
We promote positive behaviour by fostering a nurturing environment built on role modelling, careful matching of pupils and colleagues to the school and shared behavioural expectations. Celebrating pupils achievements and positive behaviour plays a central role in supporting their social, emotional, and community development.
Each pupil has access to an individualised Behaviour Support Plan outlining both teaching and reactive strategies to ensure safety and development. We have established positive handling strategies that are planned, systematic, and as non-intrusive as possible to support pupils in making informed behavioural choices and begin taking control of their behaviour.
Regular assessments ensure behaviour and education plans are continuously updated to reflect the evolving needs of each pupil so they are able to thrive both academically and socially
Our Curriculum
At Quayside, we have multiple strands to our curriculum depending on a pupil’s individual ability.
These are:
Pre-Engagement Curriculum Pathway
Engagementto KeyStage Pathway
KeyStage Pathway
Formal Curriculum (KeyStage 1-3)
Pathways Curriculum (KeyStage 4)
Post 16 Curriculum
Our curriculum pathways support pupils in developing essential skills for learning and life. We focus on developing independence, social skills, and practical skills through a holistic approach. Our independence into adulthood programme prepares pupils for life beyond education, helping them to achieve their next steps and play an active part in the communitytheylive in.
Subjects covered at Quayside are varied and include:
English
Maths Computing/ICT
Science
Art Humanities Horticulture
Modern Foreign Languages
DT
FoodTechnology
Music Safeguarding Careers
Engagement Curriculum
The Engagement Curriculum offers our pupils a range of approaches to learning including:
Communication
Independence
Structured and Sensory Free Play/Leisure Time
Physical Wellbeing
Outdoor School
Creativity (including Drama, Art and Music)
Maths
PSHE/RSE
Science
As part of our Engagement Curriculum, we have adapted the EQUALS scheme of work which involves informal, semi formal and formal programmes to suit the needs of our pupils with Autism and/or Learning Disabilities who may require a more indirect and creative approach to learning. The curriculum is developmental in nature and can be personalised.
The Engagement Curriculum is not directly related to either age or stage and we recognise that some pupils may stay in this stage for a significant amount of time, though there are clear, personalised progression routes whether this be a full or partial
Key Stage 1 & 2
All of our pupils follow a curriculum which incorporates the foundation subjects and where suitable, may also link to the core subjects and the national curriculum at a level that is appropriate to the age and developmental stage. This is an 8 year programme, further enriched through specialist provision such as art tutors and sports coaches.
A range of subjects are taught across this stage including:
English/Phonics/Communication
Maths
Science
ICT
PSHE
Humanities
Art/DT
Food Technology
Music
Sport
Sensory Hub Curriculum Visits
Swimming
Independence to adulthood - one afternoon a week, pupils will engage with a variety of subjects to increase their independence.
Key Stage 3
Key Stage 3 provides a basis for more independent learning. Pupils continue to receive a broad, balanced and differentiated curriculum.
Educational visits are an integral part of Key Stage 3, encouraging pupils to link learning and transfer skills from the classroom to community situations such as using skills from a maths lesson to pay for their swimming lesson.
Subjects taught at Key Stage 3 are the same as Key Stage 2 but also include: Drama Careers Relationships, Health and Sex Education
Pathway Curriculum and Post-16
Once a pupil reaches 14 years old, they will progress to the pathway curriculum. Here, there is a focus on independence, enrichment and work experience, and learning takes place in both the school and local community
Students learning will be linked closely to their future career interests.
There are 3 pathways on this curriculum.
Sensory exploration
This pathway focuses on independent life skills. The students on this pathway will also gain access to open awards/ qualifications in life skills and independence.
Holistic
This pathway focuses on independence and work skills in the community and workplace. In this pathway, students gain access to additional open award certificates.
Skills empowerment
This pathway focuses on supporting students and gaining skills and qualifications to attend college and further education.
Continuous Development
efit from a range of additional learning experiences de School. As well as their curriculum, pupils will be partake in school trips, receive career guidance and develop both personally and academically
Our pupils at Year 7 age and older will work with careers advisors at a level that is appropriate to their needs, aspirations and levels of independence. Here, they will learn about opportunities for training, education and occupations beyond school.
aim to nurture well-rounded individuals who are reflective, spectful and active members of the community. Our SMSC programme encourages pupils to respect different faiths, eelings and values as well as exploring their own. Pupils will engage in discussions on moral and ethical issues to ppreciate different viewpoints and further understand the w and consequences. Pupils will develop their social skills in diverse contexts, participating in community settings, volunteering and conflict resolution. They will learn to understand and respect diverse cultures within the school ommunity and beyond and develop their understanding of British Values such as democracy
gh priority is also placed on PSHE to include the acquisiition independent living skills to maximise opportunities for selfconfidence, social interaction, personal autonomy, selfempowerment, economic well-being, self-advocacy and to hance life chances. It includes aspects of Health Education ding Sex & Relationship Education as well as anti-bullying.
Total Communication Approach
We adopt a Total Communication Approach and commission external speech and Language Therapy Services who assess the speech, language and sensory needs of our pupils work with our teachers to develop plans that are bes individual needs. Our approach aims to create strate resources and stimulating environments to develop n verbal and verbal communication abilities, facilitate social interaction, attention and understanding and support emotional development
External Speech and Language and Occupational Therapists work closely with all our education and care teams to develop a total communication approach which will fully support the pupil in all settings
Our teams are highly skilled in utilising a range of communication methods to support pupils to access the curriculum including Symbols, Makaton, Objects of Reference, Sensory Cues, Social Stories, Prompts and Alternative Augmentative Communication Aids.
School Uniform
Pupils are required to wea during the academic da
Bright Futures navy polo shirt
Bright Futures blue sweatshirt
Dark grey trousers, skirt or pinafore or a blue gingham summer dress
Black shoes
Bright Futures pale blue PE top, navy shorts and pumps
Bright Future blue book bag
Bright Futures blue PE bag
Bright Futures polo shirts, sweatshirts, PE tops and bags are available at the school office.
We understand that some pupils have sensory regulation needs that may impact their ability to tolerate materials in certain clothing. In these situations, we will work closely with families and care teams that pupils wear clothing that makes them feel comfortable and safe We will then work on addressing their tolerance levels at a pace that does not cause any increased anxiety.
Referrals Process
Admission to the school is a 3 stage process:
Initial referral by a local authority
School and/or home-based assessment
Transition into school
Before a planned placement is offered at Quayside, the pupil will be visited in their home/placement environment Following the visit, the school will inform the Local Authority if they feel they are able to offer a place. The Local Authority will then determine whether the placement is appropriate.
Once a placement is agreed, a pre-admission meeting is held to finalise the details and discuss how the school and family will work collaboratively to ensure the EHCP objectives are met. During this meeting a bespoke transition plan is then developed with the family and support teams to ensure a smooth and seamless transition.
Upon admission, a full educational baseline assessment is undertaken. Education teams provide reports based on academic ability, developmental progress and behaviour.
Families and support teams are encouraged to come and visit the school, therefore we have an open evening each term where we have tours and an opportunity to meet the senior leadership team to ask questions If you are interested, in coming to visit, then please call the school office to book a place
Our full admissions policy and criteria can be found on the Bright Futures website.
Headteacher: Reece Greenwood
Address: Maple House, Cemetery Road, Salford, M5 5WG
Contact: 0161 553 1159
Governance: rachelle.russell@brightfuturescare.co.uk
Quayside School is owned by Bright Futures Care Ltd
Address: Asher House, Barsbank Lane, Lymm, WA13 0ED
Contact: 01925 759 162
Website: brightfuturescare.co.uk
