Bridge Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy school. They feel safe and trust staff. Pupils behave well in lessons.

They talk politely and enthusiastically with visitors. One pupil, typical of many, said, 'You can be friends with everyone.' However, a small number of pupils do not behave as well outdoors.

Pupils do not worry about bullying. They say they would confidently share any concerns they have with staff.

Leaders have high expectations of what all pupils can achieve.

These expectations include pupils with special educational needs and/or disabilities (SEND). However, the quality of education that pupils receive is not good enough. Pupils do not develop a secure understanding... of the knowledge they learn in all the subjects they study.

Their preparation for life in modern Britain is not as effective as it should be.

Some pupils take advantage of wider opportunities. They take part in singing club, learn British Sign Language or attend multi-sports club.

Children enjoy trips including to Beaumanor Hall and the Attenborough Arts Centre. Year 5 children learn how to play musical instruments with the Leicestershire Music Hub.

What does the school do well and what does it need to do better?

Leaders are ambitious about the curriculum that pupils will study.

In most subjects, leaders have developed a curriculum that sets out what pupils will learn and when. This is not yet the case for all subjects. In some, the curriculum is new.

In these subjects, leaders have not yet evaluated how well pupils understand the knowledge they are learning.

Teachers' subject knowledge is secure. They share important knowledge and instructions with pupils clearly.

Some teachers do not always check pupils' understanding before moving learning on. When this is the case, pupils begin to learn new knowledge without a secure understanding of what they have previously learned. Leaders have introduced approaches to check pupils' knowledge and understanding in some subjects.

However, these approaches are new. In most subjects, pupils recall recent learning but do not always connect this with what they have studied in previous lessons.

Leaders have prioritised reading.

Staff have completed training related to teaching phonics. Pupils who need extra support benefit from sessions tailored to their needs. Staff help these pupils to develop their reading fluency and their comprehension skills.

Pupils take home books that match their reading abilities.

Staff promptly identify pupils with SEND. They provide support for these pupils, either on an individual basis, or in small groups.

Leaders have reduced the time that pupils with SEND spend in support sessions outside the classroom, so that these pupils are in lessons. Staff also provide extra support for pupils who have English as an additional language. Some staff feel they would benefit from further training to support the learning of all pupils.

Most pupils work hard. Behaviour in lessons and the dining hall is calm and orderly. Some pupils comment on behaviour in the playground being less calm.

Leaders have designed a personal development curriculum that covers a range of topics, including diversity and equality around protected characteristics and healthy lifestyles. The effectiveness with which teachers teach, and check pupils' understanding of, these topics is inconsistent. Most pupils do not have a detailed knowledge of British values or of protected characteristics.

Pupils learn about different cultures. They took part in activities for Black History Week. Year 3 pupils enjoyed a visit from a Somali poet.

A significant number of staff have left the school since the time of the last inspection. This has had an impact on the rate of improvement. Leaders have plans in place to improve staff well-being.

They have not implemented these plans quickly enough. Some staff say they are not treated with respect. Others say they feel supported and share leaders' vision.

Governors understand the school's priorities. They fulfil their statutory duties. Their monitoring and oversight of the school's effectiveness remains at an early stage.

Safeguarding

The arrangements for safeguarding are effective.

There is a culture of vigilance around pupils' welfare. All staff complete annual training and receive regular updates.

They know how to report concerns. Leaders act appropriately to keep pupils safe. When necessary, they work with wider agencies to secure pupils the right support.

Leaders record their actions in detail. However, they do not always record their follow-up actions as well as they could.

Pupils learn about how to stay safe, including when online.

They feel safe and say they can approach staff if they have any worries. Pupils hear from outside agencies including the National Society for the Prevention of Cruelty to Children (NSPCC) and learn about staying safe and speaking out.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Many curriculum plans are new and leaders have not ensured that teachers have the knowledge and skills to deliver the curriculum and check pupils' understanding effectively.

Some teachers do not check pupils' understanding effectively before moving learning on. This means that pupils are not always able to develop secure knowledge or connect their learning over time. Leaders should ensure that all teachers have the necessary knowledge and skills so that there is consistency across subjects in how they teach and check pupils' understanding.

• Pupils' understanding of key knowledge that supports their personal development is not as strong as it should be. For example, pupils do not yet have a secure understanding of the protected characteristics, British values and views and beliefs different from their own. Leaders should ensure that pupils benefit from a range of effective opportunities that enables them to learn about different values, beliefs, opinions and ways of living, so that they prepare well for life in modern Britain.

• Leaders' strategies for managing staff workload and well-being are not fully effective. Some staff feel overworked and undervalued. Leaders should ensure that their consideration of staff workload and well-being is such that all staff feel valued and that their workload is appropriate.

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