Lansbury Bridge School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Strong leadership has led to rapid improvements in the quality of teaching and pupils' progress since the previous inspection in December 2014. Pupils' outcomes are strong.

A good proportion of pupils learn well and reach the challenging targets set for them. Teaching is effective and is characterised by strong relationships between adults and pupils. Pupils' safety is paramount.

Robust systems are in place to keep pupils as safe as possible in school. Governance is a strength of the school. Governors' mix of relevant experience and expertise combines well to ensure that the drive towards excellence is relentless.

Pupils in the e...arly years get off to a good start and make good progress because leadership and teaching are effective. Pupils' personal development is outstanding. As pupils grow up, they begin to develop into well-rounded young people capable of making a positive contribution to society.

Pupils' behaviour is good. In lessons, pupils typically share ideas, support one another and respond well to adults' direction and requests. Leaders make effective use of the additional government funding received by the school to strengthen pupils' academic, personal and social development.

It is not yet an outstanding school because : A small proportion of pupils could progress even more rapidly. Teachers do not always challenge the more-able pupils well enough to reach even higher standards. Teachers sometimes miss opportunities to bolster pupils' learning behaviour by challenging them to plan and think for themselves.

Occasionally, pupils of all ages lose concentration because planned activities are not matched well enough to their specific needs or interests. Leaders' analysis of assessment information does not yet clearly identify the gains in learning made by the least-able pupils. Children in the early years do not have sufficient opportunities to develop their early literacy and mathematical skills.

Information about this school

The school provides education for pupils with a range of special educational needs, including moderate learning difficulties, severe learning difficulties, profound and multiple learning difficulties, physical disabilities and sensory impairments. A large proportion of pupils also have autistic spectrum conditions. All of the pupils attending the school have a statement of special educational needs or an education, health and care plan.

Education is provided for children in the early years on a full- or part-time basis, depending on their readiness for full-time school. Children in the early years are taught in three groups, separate from the Key Stage 1 pupils. The proportion of disadvantaged pupils supported by the pupil premium is above average.

The pupil premium is additional funding for pupils known to be eligible for free school meals and those pupils who are looked after by the local authority. The vast majority of pupils are from White British backgrounds and most are boys. The school uses Mill Green Special School, Penkford School and two local colleges, Carmel College and St Helens College, as alternative placements for Year 11 pupils.