Bridge House Independent School

Inspection of Bridge House Independent School Grantham Road, Boston, Lincolnshire, PE21 7NL

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

Overall effectiveness Good

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Pupils say that the education, care and support that they receive here is much better than their previous experiences. One pupil summed up the views of many when she said, ‘I love this school, it is great.’ Pupils develop close working relationships with a range of staff at the school. The daily ‘nurture breakfast’ is an ideal time for staff to check on pupils’ well-being. The pupils here feel safe and happy.

p.2

What is it like to attend this school?

Staff support pupils well. Over time, pupils become better at managing their emotions. They spend more time engaging with learning. Their additional needs are well met so they can access an academic curriculum.

p.2

What is it like to attend this school?

Success is celebrated at every opportunity. Pupils earn reward points throughout the day. They know that earning 21 points or above will mean that they can access their full allocation of reward time. If pupils make wrong choices, they know that teachers can give additional bonus points when they catch them doing something right. As a result, pupils are always trying to reach the high expectations that the staff set them.

p.2

What is it like to attend this school?

An active school council regularly feeds back to adults about what could be improved at the school. This has led to better sports equipment available on all three sites. Pupils make a valuable contribution to improving the school for all pupils.

p.2

better?

Pupils receive an ambitious curriculum at this school. The school ensures that the curriculum is well adapted so that pupils who are at different stages can access the curriculum and make progress. The curriculum is underpinned by what the school calls ‘building bridges to success’. These include an academic curriculum, life skills and enrichment. This ensures that each pupil develops holistically.

p.2

better?

Teachers assess each pupil on entry to the school. They identify small achievable targets to help pupils improve their behaviour. They also set academic targets for each subject so that teachers can help pupils take the steps to move their learning forward. Teachers identify pupils’ additional needs and adapt the curriculum appropriately. This helps pupils make progress.

p.2

better?

Teachers have strong subject knowledge for the subjects they teach. This is particularly evident in the middle and upper school. The expert subject knowledge of staff helps pupils achieve well in many subjects such as geography, physical education, mathematics and design and technology.

p.2

better?

The school has identified the most important subject vocabulary that pupils should develop. Most teachers teach this vocabulary explicitly and in a way that helps pupils remember it. For example, in geography, pupils know the vocabulary to accurately describe different cloud formations. This is not consistently the case across all subjects. 23 to 25 April 2024 Opportunities to bring learning together are achieved through ‘wow days’. Pupils draw on the learning from each subject and apply it to a planned enquiry question. For example, pupils were able to bring together their learning of local geography, nutrition and science to explain how food production could be more localised and sustainable in Lincolnshire. This is an example of how the curriculum allows pupils to develop links and makes learning memorable.

p.2

better?

The school prioritises reading. Pupils in the primary phase benefit by learning the sounds that letters make. They do this every day. Pupils read books closely matched to the phonics they know. This helps them become better readers. Older pupils also benefit from an age-appropriate phonics programme. Teachers are quick to spot if a pupil is struggling to read. They use effective strategies to help support older pupils to become more fluent.

p.3

better?

Older pupils study and gain qualifications which ensure they can continue in education or training.

p.3

better?

Many pupils need support to help them regulate their behaviour and emotions. The school has very effective procedures and processes to ensure that over time, pupils learn to self-regulate. Pupils are confident in reporting bullying, and they know that teachers will deal with poor behaviour well. Most pupils start to enjoy their learning as they spend more time at the school.

p.3

better?

Most teachers match learning activities very closely to pupils’ abilities. This helps pupils engage with their learning. There are occasions when this is not done as precisely, and pupils lose focus as a result.

p.3

better?

The life skills and enrichment curriculums aim to help pupils develop more broadly. Pupils benefit from a wide range of regular trips, including to the theatre and residential visits. This helps develop their cultural capital and character. Pupils learn about relationships and the diversity of modern Britain. Pupils visit local care homes to read to residents. This helps them build confidence and make a positive contribution to the local area. Pupils are exposed to the world of work on ‘target Tuesday’. There is a very clear emphasis on ensuring that pupils are ready to take their place in society.

p.3

better?

All staff know it is their duty to raise the aspirations of pupils at this school and provide the best care and education possible. Leaders support staff well in realising this vision. There is due consideration for staff’s workload and well-being.

p.3

better?

The proprietor has ensured that all the independent school standards are met. The school’s premises have been improved and are well maintained. All necessary documents are in place and available to parents and carers. The school complies with schedule 10 of the Equality Act 2010. The proprietor plays an active role in ensuring that the school continues to improve and provides direct support for school leaders. 23 to 25 April 2024

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

(Information for the school and proprietor)

 Teachers do not always teach the most important subject-specific vocabulary that pupils must remember effectively enough. Some pupils do not remember this vocabulary well enough and, therefore, cannot use it. The school must ensure that teaching ensures that the most important vocabulary is better remembered by pupils.  On occasion, some teachers do not match learning activities closely enough to a pupil’s ability. When this happens, pupils find work difficult and they stop engaging with the learning. Leaders must ensure that teachers consistently match learning activities closely to pupils’ abilities.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 23 to 25 April 2024

p.4

School details

Proprietor Aspris Children’s Services Ltd

p.5

School details

Annual fees (day pupils) £48,507 to £69,803

p.5

School details

Email address bridgehouse@aspriscs.co.uk

p.5

School details

Date of previous inspection 5 to 7 November 2019 23 to 25 April 2024

p.5

Information about this school

 Bridge House Independent School is an independent special school that provides education to pupils aged five to 19 with special educational needs and/or disabilities (SEND). The primary area of need for most pupils is social, emotional and mental health needs. Some pupils also have autism. All pupils have education, health and care plans (EHC plan).  The school became part of Aspris Children’s Services Ltd in March 2023.  The school has three sites in Boston, Lincolnshire. They are Great Fen Road, Boston, Lincolnshire, PE21 7PB; Grantham Road, Boston, Lincolnshire, PE21 7NL; and 72 Carlton Road, Boston, Lincolnshire, PE21 8PA.  The school’s previous standard inspection took place from 5 to 7 November 2019.  Pupils who are above the compulsory school age pursue a curriculum that is appropriate to their stage of education. There were no pupils of this age who were being educated at this school at the time of this inspection.

p.6

Information about this school

 The school does not use the services of any alternative provision.

p.6

Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

p.6

Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

p.6

Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

p.6

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  The lead inspector met with representatives of the proprietor body, the head of school and other senior leaders.  The inspectors carried out deep dives in early reading, mathematics, geography and personal, social and health education. For each deep dive, inspectors met with subject leaders, visited a sample of lessons, spoke to teachers and looked at samples of pupils’ work.  Inspectors also looked at curriculum plans and pupils’ books and work for science, English, religious education and history.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; reviewed 23 to 25 April 2024 safeguarding records; and considered the extent to which the school has created

p.6

Information about this inspection

an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors observed pupils’ behaviour in lessons, around the school site and at lunchtime.  Inspectors also looked at individual pupils’ EHC plans and discussed them with the head of school and coordinator of the provision for pupils with SEND.  Inspectors considered a wide variety of school documents, including the school self-evaluation and school development plan.  Inspectors considered the views of parents who responded to the Ofsted Parent View questionnaire. They reviewed responses to the staff questionnaire.  Inspectors considered relevant documentation and reviewed the school’s facilities, to check the school’s compliance with the independent school standards.

p.7

Inspection team

Rakesh Patel, lead inspector His Majesty’s Inspector

p.7

Inspection team

Matthew Fearns-Davies His Majesty’s Inspector 23 to 25 April 2024 to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

Inspection team

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Inspection team

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Inspection team

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8