We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Bridgewater Primary School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Bridgewater Primary School.
To see all our data you need to click the blue button at the bottom of this page to view Bridgewater Primary School
on our interactive map.
Children in the early years receive an outstanding start to their education at Bridgewater Primary School.
They learn in a stunning environment. The planned learning encourages children's independence. Children are often transfixed by the wonderful learning activities that they experience.
They are happy learners. They are expertly prepared for their next learning steps.
The school has high expectations of all pupils.
Pupils, including those with special educational needs and/or disabilities (SEND), are motivated learners. Their achievement is improving. Behaviour is exemplary.
Pupils show pride in their school community. Pupils' enthusiasm ...for school shines through.
The 'hand of five' ensures that all children know that they have someone to turn to if they need help.
Pupils said that they feel safe and happy in school.
Pupils' personal development is exceptional. It is at the heart of the school.
Pupils experience a world of opportunities. They embrace numerous new experiences. Their talents are nurtured.
They learn to be valuable members of society. Consequently, pupils develop a strength of character. The school's values of respect, responsibility and resilience can be seen everywhere.
What does the school do well and what does it need to do better?
The school has used research to make sure that the curriculum meets the needs and interests of pupils. The curriculum for all pupils, including those with SEND, is ambitious. It is particularly ambitious in the early years.
In most subjects, the curriculum is knowledge focused. It reflects the local context. It helps to develop pupils' vocabulary.
A few subjects are in the earlier stages of this work. Some pupils do not acquire the depth of knowledge that they could.
Teachers receive high-quality professional development opportunities.
They work as research groups. They find out the best ways to teach the curriculum. In class, teachers ask well-crafted questions to check pupils' understanding.
In science for example, teachers probe pupils' knowledge of fair testing. Consequently, the results from pupils' experiments become more accurate. Pupils appreciate their teachers.
They described them as experts.
Reading is a key priority. The development of children's communication and language is skilful.
The phonics curriculum is taught effectively. Staff are well trained. Children begin to learn to read as soon as they enter the school.
Reading books closely match the letters and sounds that they are learning. Pupils receive effective help if they need to catch up with their peers.
Pupils with SEND receive sensitive care and support.
Their needs are swiftly identified. Learning is suitably adapted. Pupils with SEND thrive in school.
They achieve well.
Pupils enjoy coming to school. They attend school extremely regularly.
Families receive valuable help to ensure that their children attend. The community breakfast club, for example, is a real success. Parents and carers, grandparents and pupils really enjoy this sociable start to the school day.
Community partnerships are strong. For example, pupils take part in the Diwali parade each year. They play a full role in the Northampton Town Carnival.
Pupils learn about the Windrush Generation from members of the community. The school commissions experts to speak about the importance of race and identity. Pupils said that fairness, diversity and equality are extremely important to them.
Pupils enjoy a well-designed personal, social and health education (PSHE) curriculum. It is well ordered. Pupils said that they learn the 'right things at the right time'.
The school provides tremendous support to promote pupils' positive mental health and well-being. Pupils experience meditation, yoga and calm time. Pupils with SEND receive expert help to regulate their behaviour.
These and other pupils said that they appreciate the 'calm places' that help them to feel better.
Governors are knowledgeable. They have a good understanding of their role.
They have appropriate oversight of key aspects of the school's provision. They provide effective support.
Staff appreciate leaders' efforts to consider their work-life balance.
They said that they feel well led. They express pride in being part of the Bridgewater School community.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects the curriculum does not identify with sufficient clarity the knowledge that pupils need to learn to get the depth of understanding they should. The school should ensure that the curriculum across all subjects is ambitious, well designed and focused on the key knowledge that pupils need. It should make sure that pupils gain a greater depth of knowledge across all the subjects that they study and that they achieve well.
