Bridgetown Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Bridgetown Primary School is a school at the heart of its community. From Reception-age children winning the schools section of 'Stratford in Bloom' for their garden to pupils in Year 5 performing on the Royal Shakespeare Company stage, leaders ensure that there are opportunities for all.

Pupils are happy and feel safe. They know that teachers care for them. They understand the school values of 'ready, respectful and safe' and say that staff 'teach us how to be kind.'

Bullying rarely happens, but pupils say that adults listen and help if it does. They value having a nurture room and the quiet space that this offers if they feel worried about anything.

Pupils... are proud when leaders share examples of their good behaviour in assembly.

They are polite and well-mannered around school. For example, they hold doors open for visitors. As soon as children start school in Reception, they quickly learn the routines and expectations and are ready to learn.

One parent summed up the views of many, by stating, 'Bridgetown is a happy, inclusive school with high expectations for its pupils.' Inspectors agree.

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

Children in the early years are quick to settle into life at Bridgetown Primary School.

They work and play together happily with their friends. They enjoy the calm, well-resourced environment. For example, they work in groups to make tea and cakes in the mud kitchen.

The children present as confident, curious and happy. Teachers plan a range of activities which children enjoy. Staff mostly provide effective support so that children engage in learning both in and out of the classroom.

For example, staff moved tyres further apart in an obstacle course to develop the children's balance and coordination. However, leaders recognise that this support is not always consistent. There are opportunities for children's learning to be developed further.

Leaders have introduced a new phonics scheme to improve the way pupils learn to read. All staff have received the training they need to deliver the scheme. New resources have also been purchased to support the teaching of phonics.

Pupils take home books which help them to practise the sounds they are learning. Leaders identify which pupils are at risk of falling behind and put extra support in place to help them catch up. However, some staff, including those who provide this extra support, do not have the skills they need to teach phonics well.

As a result, some pupils are not learning to read as quickly as they could.

Leaders have an ambitious vison for the curriculum. In some subjects, such as mathematics and religious education (RE), leaders have set out the knowledge that pupils need to learn and the order in which they should learn it.

They have checked that the curriculum is taught as intended. Teachers use a range of strategies to check pupils' learning. However, this is not consistent.

There is further work to do to ensure that all teachers use assessments precisely to check what pupils know and can remember.

Leaders ensure that they quickly identify the specific needs of pupils with special educational needs and/or disabilities (SEND). They ensure that pupils and their parents are able to give their views in how they can be supported.

Extra help is organised, so that pupils do not miss out on anything. As a result, pupils with SEND are fully included and achieve well.

Pupils behave well in lessons.

They listen carefully and enjoy their learning. Through assemblies and regular lessons, they learn about the school values and model these consistently. Pupils also enjoy a wide range of clubs and other opportunities, such as choir, gardening and coding.

The governing body has recently been restructured. Members of the governing body are ambitious for the school. They challenge leaders and hold them to account.

Governors are strengthening the way they provide effective support and challenge, particularly around the curriculum.

Staff say that leaders are always willing to listen. Leaders are considerate of their workload.

Staff are proud to work for the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that safeguarding is a priority for everyone.

All staff and governors receive regular training. This helps them to identify when a pupil might be at risk from harm. Staff understand the robust procedures for reporting concerns.

Leaders respond swiftly to any reports and make referrals to outside agencies when needed. They follow these up relentlessly. This means that pupils at risk receive the support they need.

Pupils are taught how to keep themselves safe. This includes initiatives such as those relating to road safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some staff need further support and development to enable them to teach phonics effectively.

This means that some pupils do not learn to read as quickly as they could. Leaders should provide further training to ensure that all staff become experts in delivering the reading curriculum. ? Some teachers do not consistently check pupils' learning.

This means that they are not aware of any gaps in pupils' knowledge. Leaders should ensure that teachers use assessments precisely to check what pupils know and remember. ? In the early years, some staff do not spot where children's learning could be further developed.

This means that, on occasion, children do not make as much progress as they could. Leaders should ensure that staff engage consistently well with children to help make the most of learning opportunities..

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