Bridgemary School

Highlights from Latest Inspection

What is it like to attend this school?

There is a very inclusive and calm culture at this school, which is underpinned by mutual respect and trust. Pupils, parents and staff share the school's high expectations for pupils' behaviour.

They recognise the improvements over recent years. Pupils behave very well in lessons and during social times. They enjoy positive relationships with each other and with staff.

They know that staff will listen to them if they have concerns. Consequently, pupils are happy here and feel safe.

The school is ambitious for all pupils and is committed to helping them to achieve highly, including in examinations.

Pupils study the full breadth of national curriculum ...subjects. There is an appropriate range of option choices available in key stage 4. The numbers of pupils taking the English Baccalaureate suite of subjects is starting to increase.

The school is working with the trust to develop its curriculum thinking further. There is evidence of improvement in some areas. However, curriculum organisation and teaching do not routinely support all pupils to remember and be able to apply knowledge securely over time.

As a result, many pupils do not achieve as well as they could in their GCSEs, including some pupils with special educational needs and/or disabilities (SEND).

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

The school is focused on improving pupils' overall achievement from Year 7, as well as their examination results. Subject teams have identified what pupils must learn at key points.

However, curriculum thinking is less clear about the smaller steps needed to introduce and connect this knowledge securely for pupils with different starting points. This means that many pupils do not embed the knowledge they need to achieve sequentially ambitious learning goals.

Most teachers introduce new content clearly and then check pupils' understanding.

However, teachers often move on before addressing the gaps or misconceptions revealed. This can affect some pupils' confidence and motivation. Some teachers provide opportunities to discuss themes in more depth, and pupils respond very well to this.

The expectations and quality of pupils' written work are also inconsistent.

The school identifies pupils with additional needs very well. Teachers receive clear information about how they can help these pupils.

Many teachers use this to support physical access and independence effectively. Staff are continuing to develop their knowledge of how to adapt their teaching. However, too many pupils do not yet know how to securely embed what they learn as they go along.

While some pupils, including those with SEND and high prior attainers, are working to appropriate standards, too many pupils are not yet achieving as highly as they could.

The school has established a culture of reading, and pupils talk positively about books. Pupils read regularly in tutor time and in lessons.

However, pupils who are not yet fluent readers do not always secure the necessary skills. The school recognises this. It is starting to roll out a more structured programme that is designed to precisely identify knowledge gaps and help to target support.

Personal development is a strength of the school. The well-designed programme ensures that pupils learn how to keep themselves safe and healthy and how to navigate different relationships, including online. Pupils explore their place in modern Britain.

They recall discussing important topics with interest and empathy. They participate in a wide range of extra-curricular opportunities and take on leadership roles in school. There is a comprehensive careers programme, including regular sessions with employers and local education and training providers.

Pupils value personal development and careers, and they are well prepared to take their place in society and the world of work.

Leaders and those responsible for governance share a mission: to provide the best education possible for their pupils. The trust understands the steps necessary to improve the curriculum.

The school works closely with the community, and parents are very supportive. Oversight of safeguarding is rigorous. Leaders are very mindful of staff well-being and workload.

Staff feel valued and are extremely proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum in most subjects does not yet set out precisely the essential knowledge that pupils should learn based on their individual starting points.

As a result, most pupils, including those with SEND, do not achieve as well as they could. The school should ensure that the curriculum is designed to help all pupils make and embed strong and connected knowledge and understanding. ? The curriculum is not implemented effectively enough across the school.

In many lessons, teachers move on too quickly. Consequently, any gaps or misconceptions in pupils' knowledge and understanding are not addressed, and many pupils are unable to apply what they have learned accurately and independently. The school should ensure that staff develop their knowledge of adaptive approaches so that all pupils embed knowledge securely and can apply it fluently.

• Currently, staff lack the subject expertise necessary to help the weakest readers to learn to read fluently. This means that some pupils are not able to access the full curriculum. The school should ensure that staff know how to address this and have the resources to do so successfully.

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