Britannia Bridge Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love their school.

They do their utmost to live up to the core values of happiness, encouragement, aspiration, respect and teamwork. Pupils agree that the school motto, 'each and every one', describes their school well and that everyone is treated equally.

Pupils feel safe in school.

Their conduct reflects leaders' high expectations for their behaviour. Pupils follow the school rules diligently and they show high levels of courtesy and respect for each other and for adults. This means that the school is a calm and pleasant place to learn and grow.

On the occasions when bullying occurs, it is dealt with swiftly and effectively by staff. Leaders... work effectively with families to promote good attendance.

Leaders have similarly high aspirations for how well pupils should achieve.

To this end, they are committed to providing a high-quality education for all pupils, including those with special educational needs and/or disabilities (SEND). For the most part, pupils achieve well across a range of subjects.

Parents and carers appreciate the support that staff provide for their children.

Many parents regard the school as a central part of the local community. Pupils enjoy having a voice in school. For example, they are keen to take on roles as members of the school parliament and acting as representatives on the eco team.

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

Leaders have made a lot of improvements to the curriculum in a relatively short space of time. They have ensured that subject content is ordered logically and that the curriculum is suitably ambitious for pupils, including children in the early years. This helps pupils to build on what they already know.

Teachers are equipped well to design and deliver suitable learning activities. For example, staff provide clear explanations when they present new ideas to pupils. Pupils take pride in their work.

They achieve well.

For the most part, teachers check regularly on how well pupils are learning the curriculum. They use this information effectively to reshape their teaching.

Those pupils who find some aspects of learning challenging are identified quickly and staff provide appropriate support. That said, in a small number of subjects, some older pupils have gaps in their knowledge. This is because, in these subjects, leaders' refinements to the curriculums are more recent.

This hinders how well these pupils build securely on what they know already.

Leaders ensure that pupils with SEND are identified early and that they receive appropriate support from staff who are highly skilled in adapting lessons to meet the needs of these pupils. This enables pupils with SEND to access the same curriculum as their peers.

Leaders work closely with outside agencies to meet these pupils' specific needs well. Pupils with SEND are fully involved in all aspects of school life.Reading is a key priority for leaders.

Right from the start, children in the early years benefit from a well-designed phonics curriculum. Staff are well trained to deliver this curriculum effectively. Teachers ensure that the books that pupils read match the sounds that they have learned in class.

This helps pupils to build their confidence in reading. Staff support those pupils who have gaps in their phonics knowledge to catch up quickly. By the end of Year 2, almost all pupils can read fluently and accurately.

Older pupils enjoy reading a wide range of high-quality texts. They spoke enthusiastically to inspectors about some of their favourite authors.

Pupils appreciate the clear rules and routines that staff have put in place to manage behaviour during lessons and around the school.

Learning is very seldom disrupted by poor behaviour. Children in the early years, including two-year-old children, are supported well by staff to take turns, follow instructions and to develop their independence. Life in the early years is busy and purposeful.

Pupils are taught how to keep themselves safe and healthy. They actively contribute to school life by taking on a range of different roles. For example, some pupils are trained as coaches so that they can help their peers to resolve conflicts.

Other pupils are online safety ambassadors. Pupils learn about the importance of fundamental British values. They are adamant that nobody should experience discrimination.

Pupils can develop their talents and interests by attending a range of clubs. There are many opportunities for pupils to broaden their knowledge of different cultures and faiths, for example through the weekly collective worship sessions.

Leaders are mindful of staff's workload and well-being, particularly when making decisions about curriculum development.

Leaders have ensured that staff have access to appropriate training so that they can deliver the curriculum well.

Governors are knowledgeable about the school. This equips them well to provide appropriate levels of support and challenge to leaders.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong safeguarding culture in the school. Staff and governors receive regular and up-to-date safeguarding training.

For example, staff have received training on how to respond to allegations of harmful sexual behaviour.

Leaders ensure that staff know how to report safeguarding concerns. Leaders work supportively with families and the school is often the first port of call in a crisis.

Leaders work closely with outside agencies to ensure that vulnerable pupils and their families receive timely and appropriate support. Children have a number of trusted adults to talk to if they are worried about the safety of themselves or their friends.Pupils learn how to keep themselves safe both outside school and online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, leaders' refinements to the curriculum are at an earlier stage of development. This means that some older pupils have gaps in their knowledge. Leaders should ensure that, as they roll out the curriculums in these subjects, staff are equipped well to address the gaps in knowledge that pupils may have.