Three Bridges Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and secure in this friendly and welcoming school.

Pupils say that everyone is welcomed into school. Those with roles as 'Young Interpreters' are understandably proud of the part they play in supporting pupils for whom English is an additional language. Pupils enthuse about the wide variety of trips and sporting events available.

The school's calm, orderly atmosphere contributes to pupils' wellbeing and to their enjoyment of school. Pupils are kind to each other and get on well together. One said: 'Everyone can have a different opinion and that's okay'.

They are clear about the school's rules: 'ready, respectful, safe', and know why these are ...important. Pupils feel safe and well cared for in school. They say that teachers are good at putting things right if they are worried about anything.

Most behave well and the youngest children have settled into school nicely. Parents recognise strengths in the school, including some of the positive changes made in the past year.

The school's ambition for all pupils to achieve well, including those with special educational needs and/or disabilities (SEND), is clear.

However, pupils do not achieve as well as they should because the curriculum is not yet delivered effectively across all key stages.

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

Leaders have tackled weaknesses in provision with urgency, commitment and some success. However, more work is needed to ensure that the revised curriculum is implemented consistently well across early years to Year 6.

The curriculum is ambitious and well-sequenced. However, not all staff have the expertise or depth of subject knowledge needed to deliver the curriculum effectively. This means that some pupils, including those who are disadvantaged, are achieving less well than they should and are not prepared fully enough for the next stage of their education.

Leaders are clear about where further improvements are needed and have robust plans for development. Governors are knowledgeable about the school's work and have a realistic view of its performance.

The school's phonics programme is well organised and provides the content required to support pupils' reading.

However, the programme has not been delivered systematically enough over time. Last year, the results of the Year 1 phonics check in 2023 were not strong. Changes have been made since then to improve phonics teaching.

The frequency of phonics lessons have increased, expectations are higher, and support is given to pupils who need extra help. These steps have made a difference. More pupils in Year 1 are on track to achieve expected levels in the phonics check this year.

However, not all staff have the subject knowledge needed to teach the phonics programme rigorously enough.

Pupils want to do well. They work hard in lessons and listen carefully to their teachers.

Children in early years are happy and comfortable because staff take good care of them. Staff expect pupils to behave well, and most are skilled in helping fidgety pupils to get back on track. However, there are some inconsistencies in the way the school's revised behaviour policy is implemented.

For instance, sometimes staff are slow to notice and respond when pupils disengage during lessons. The school has worked hard to support attendance over the past year. Attendance has improved overall as well as for every pupil group as a result.

Developments in the mathematics curriculum are taking effect. Teachers implement the new mathematics programme consistently and effectively from early years to Year 6. They use assessments well to check pupils' learning and make sure that any gaps in pupils' knowledge are addressed.

Pupils are increasingly confident about mathematics. Standards in mathematics are rising.

Provision for pupils with SEND has improved.

The curriculum is suitably adapted to support pupils with SEND most of the time. Pupils are accessing the curriculum and are learning more successfully as a result. However, these improvements are recent and variations in curriculum delivery mean that pupils with SEND are not yet achieving as well as they should.

Those who attend the specialist support centre learn happily alongside their classmates in the main school. They are well supported and are fully involved in all aspects of school life.

The school's well-established personal development programme provides pupils with many activities and experiences which enrich learning.

Pupils learn about different cultures and religions, take part in debates, and acquire important safety skills, such as how to use the internet safely.

Staff are positive about working in the school. Improvements in the curriculum mean that they are increasingly clear about what they need to teach.

Staff feel that training provided so far has been valuable. They appreciate steps taken by leaders to ease workload pressures.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's revised curriculum, including the phonics programme, is not yet delivered consistently well from early years to Year 6. Variations in the quality of implementation mean that pupils do not achieve as well as they should, including disadvantaged pupils and those with SEND. The school should ensure that all staff have the depth of subject knowledge and expertise they need to deliver the curriculum to a consistently high standard.

• The school's behaviour policy is not always followed closely enough by all staff. This means that sometimes disengaged pupils are not refocused with sufficient urgency during lessons. The school should ensure that all staff are clear about expectations, and confident about what to do when pupils are reluctant to learn.