Bridgtown Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Bridgtown Primary School North Street, Bridgtown, Cannock, Staffordshire WS11 0AZ

p.1

Outcome

Bridgtown Primary School has taken effective action to maintain the standards identified at the previous inspection.

p.1

What is it like to attend this school?

Pupils enjoy attending this school because they feel safe and well cared for. Staff show kindness and support pupils to be the best that they can be. Pupils welcome visitors with the ‘Bridgtown smile’, eager to share how the support they receive helps them to be the best they can be.

p.1

What is it like to attend this school?

Staff have high expectations for what they can achieve. By the end of their time in school, most pupils achieve the expected standard in reading, writing and mathematics.

p.1

What is it like to attend this school?

Pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged achieve well. Pupils understand the importance of including everyone. They do not see differences and instead refer to their school as a ‘family’.

p.1

What is it like to attend this school?

Pupils behave well in classrooms and outdoors. They enjoy breaktimes together and the opportunity to play on the gym equipment or invent new games.

p.1

What is it like to attend this school?

Pupils’ voice matters at Bridgtown. When pupils raise issues or offer suggestions to improve their school they are listened to. Changes to the playground, buying equipment for the sensory room, or improving the school library are just a few of the ways pupils have contributed to improving school life.

p.1

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

Dedicated leaders at all levels, supported by highly skilled governors, know their school well. They set ambitious improvement targets and often achieve them. A dedicated team of staff are equally committed to doing their best for all pupils. Decisions are made in the best interests of pupils. 3 and 4 December 2024

p.1

2

The school ensures staff have the skills and expertise to meet pupils’ needs. Staff understand the importance of checking on pupils’ well-being at the start of each day. Pupils appreciate the opportunity to share their feelings as this helps them feel ready for learning. Staff check pupils’ understanding well. They ask effective questions and explain new language to deepen pupils’ understanding of the topics they learn.

p.2

2

Significant improvements to the curriculum have ensured pupils now read, write and solve mathematical problems fluently. Those in the early stages of reading use books matched to the sounds they know. Pupils who fall behind with their reading receive timely support to catch up with their peers. In some subjects, pupils develop a secure understanding because their learning links to what they already know. However, improvements in other subjects are relatively recent. Consequently, some pupils have gaps in their knowledge that can prevent them from deepening their understanding.

p.2

2

Children in the early years get off to a strong start. Many arrive with significant language and communication difficulties and receive additional support to enable them to access learning. The school quickly identifies children with SEND and provides effective support to help them learn. Staff model how to communicate clearly and make sure children understand new words. Children enjoy outdoor learning because they have access to a range of exciting resources. They learn about the world around them and the importance of being kind and caring.

p.2

2

Looked after pupils are exceptionally well supported, both academically and socially. Pupils are provided equal access to the full curriculum. Where needed, appropriate adaptations are made to learning to enable them to do so. Staff who support pupils with SEND are well trained to deliver the interventions recorded on individual support plans. Pupils understand that some pupils experience difficulties with their learning and emotions and show empathy and understanding towards them.

p.2

2

Pupils act with kindness, consideration and respect. The school’s values support them to develop their confidence, be resilient when they face challenges and the importance of being independent learners. Those who experience difficulties with their behaviour are supported to make better choices. Many leave this school ready for the next stage of their education.

p.2

2

The school has improved attendance, helping more pupils benefit from the high-quality learning offered. However, some pupils miss school too often, sometimes without good reason. This means these pupils miss important learning and miss out on the wider benefits of being in school.

p.2

2

Pupils’ wider development is a high priority. Pupils talk excitedly about the many trips, visits and residentials they go on and how these bring learning to life for them. Some become leaders, acting as kindness heroes, behaviour ambassadors or school councillors. They look forward to the chance of being selected for hot chocolate Fridays or spending time with Molly the school dog. Many believe that Molly makes coming to school easier because of the support she offers. 3 and 4 December 2024

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In some subjects, changes to learning sequences are relatively recent. As a result, some pupils have gaps in their prior knowledge and are unable to make connections to new learning. The school should ensure that gaps in pupils’ knowledge are identified and addressed and that new learning builds progressively on what they know.  Despite the school’s work to reduce persistent absence, too many pupils continue to be away too often. This affects pupils’ learning and means some miss the wider opportunities on offer at school. The school should continue to support parents to understand the impact that persistent absence has on their child’s academic and social development.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged[to be good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in July 2015. 3 and 4 December 2024

p.3

How can I feed back my views?

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.

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 3 and 4 December 2024

p.4

School details

Appropriate authority The governing body

p.5

School details

Chair of the governing body Amanda Evans

p.5

School details

Date of previous inspection 4 July 2019, under section 8 of the Education Act 2005

p.5

Information about this school

 This school does not use alternative provision.  There is a new leadership team at the school since the last inspection.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector met with a range of leaders, including those responsible for the curriculum, teaching and learning, behaviour, attendance, personal development and safeguarding. 3 and 4 December 2024

p.5

6

 To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector spoke with the local authority school improvement officer.  The inspector met with the chair and vice chair of the governing body.  The inspector considered the survey responses to Ofsted Parent View and the free-text comments from parents.  The inspector also evaluated the responses to the online staff and pupil surveys.

p.6

Inspection team

Tony Bradshaw, lead inspector His Majesty’s Inspector 3 and 4 December 2024

p.6

7

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

7

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.7

7

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.7

7

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

p.7

7

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

p.7