Bridgewater High School

Highlights from Latest Inspection

What is it like to attend this school?

Bridgewater High School is a welcoming and friendly school. Leaders and staff have high expectations of pupils' behaviour and achievement. In most subjects, pupils, including those with special educational needs and/or disabilities (SEND), learn well.

This is because leaders' work to improve the curriculum has been successful.

Pupils are happy at school and enjoy learning. They feel safe and gain a strong appreciation of equality and diversity.

Pupils know who to speak to if they have any concerns. Leaders and teachers deal well with any incidents of bullying.

Staff build strong relationships with pupils, including those in the specially resourced pr...ovision for pupils with SEND (specially resourced provision).

Most pupils behave well in lessons and around the school. They listen attentively to their teachers and work well together. Pupils are typically kind and respectful towards one another.

Pupils value the extensive opportunities that are on offer. For example, there are lots of clubs, including sports, science and cookery. Pupils enjoy participating in the Duke of Edinburgh's Award scheme.

They benefit from a range of trips and visits, such as to a residential field centre in North Wales. Pupils relish taking on leadership roles, including safeguarding and charity ambassadors. Pupils with SEND, including those in the specially resourced provision, are involved in all school activities.

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

The chief executive officer (CEO), local governors, trustees and leaders want the best for all pupils, including those with SEND. Leaders have developed an ambitious curriculum. Pupils learn the full range of national curriculum subjects at key stages 3 and 4.

However, the proportion of pupils studying the English Baccalaureate suite of subjects is low. Leaders have put measures in place to encourage more pupils to study modern foreign languages in key stage 4 to rectify this situation

Subject leaders have designed curriculums that clearly identify what pupils will learn in a logical order. This helps pupils to build on what they already know.

Teachers use a range of assessment strategies increasingly well to check pupils' understanding and to address any errors and misconceptions. Teachers address any gaps in pupils' knowledge. This helps pupils to achieve well across the curriculum.

Teachers have secure subject knowledge. This helps most of them to deliver subject curriculums well. Most teachers explain concepts clearly to pupils so that they can know and remember more.

However, in a very small number of subjects, some teachers do not deliver the curriculum as well as they should. This prevents some pupils from learning more in those subjects.

Leaders have prioritised reading across the school.

Pupils who find reading difficult receive extra support from well-trained staff. This helps these pupils to catch up quickly. Leaders encourage pupils to develop a love of reading through a range of effective strategies, including during form time.

Pupils enjoy reading. Most pupils become confident and fluent readers. Teachers place a strong emphasis on developing pupils' understanding of subject-specific vocabulary.

Pupils with SEND have their needs identified effectively. Leaders make sure that pupils in the specially resourced provision receive the specialist support that they need. Pupils with SEND access the same curriculum as their peers.

However, a small number of pupils with SEND are not learning as well as they could in some subjects. This is because some teachers do not use the information that they hold effectively enough to support these pupils in class.

The school has a calm and orderly atmosphere.

Staff manage pupils' behaviour well. Pupils follow clear routines when they enter classrooms. Most pupils said that they can learn without disruption.

They socialise well together at breaktimes and lunchtimes.

Leaders place a strong emphasis on developing pupils' personal development. They prioritise support for pupils' physical and mental health.

Leaders ensure that all pupils receive appropriate relationships and sex education and health education. Pupils learn about the importance of respecting people from different religions and cultures. They are well prepared for life in modern Britain.

Pupils receive helpful information about careers advice and guidance, including apprenticeships. This helps all pupils, including those with SEND to make well-informed decisions about their next steps. Almost all pupils go on to education, training and employment when they leave Year 11.

Staff are proud to work at the school. They feel listened to. Staff value the training opportunities within school and from the trust.

Staff appreciate leaders' efforts to reduce their workload and improve their well-being. Local governors and trustees support and challenge leaders in equal measure. They know the strengths of the school and what needs to improve.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of vigilance at the school. Staff, local governors and trustees receive regular safeguarding training.

Staff are alert to any signs that pupils may be at risk of harm. They know what to do if they have concerns about a pupil. Leaders keep accurate records.

They follow up on any concerns quickly with outside agencies to support pupils when needed.

Leaders are aware of possible risks that pupils might face outside school, including the dangers related to drug taking and gang-related crime. Pupils learn how to keep themselves safe in school and when out in the community.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small minority of subjects, some teachers do not deliver the curriculum effectively enough. This prevents some pupils from learning as well as they should in these subjects. Leaders should ensure that the curriculum is delivered consistently well across all subjects so that pupils know more and remember more.

• Some staff do not use the information that they have about pupils with SEND to meet pupils' individual needs as well as they should. This hinders the progress that these pupils make. Leaders should continue to ensure that all teachers use information effectively for pupils with SEND so that these pupils achieve as well as they should.

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