Setting

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

p.1

Kate Middleton Interim Headteacher Two Bridges School Charles Street Southborough Tunbridge Wells Kent TN4 0DS

p.1

Special measures monitoring inspection of Two Bridges School

This letter sets out the findings from the monitoring inspection that took place on 17 December 2024, on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and was the first monitoring inspection since the school was judged to require special measures following the graded (section 5) inspection that took place in February 2024.

p.1

Special measures monitoring inspection of Two Bridges School

The purpose of a monitoring inspection is not to grade the school’s key and (where applicable) provision judgements, but to identify and report on the school’s progress. It is to highlight to the school and parents any improvements that school leaders have made since the school’s previous graded inspection.

p.1

Special measures monitoring inspection of Two Bridges School

During the inspection, I discussed with you and other leaders, members of the management committee and a representative from the local authority the actions that have been taken to improve the school since the most recent graded inspection. We discussed the ongoing impact of the COVID-19 pandemic. I also carried out lesson visits, spoke to pupils, scrutinised some of the pupils’ work, and met with staff. I have considered all this in coming to my judgement.

p.1

Leaders have made progress to improve the school, but more work is

necessary for the school to no longer be judged as requiring special measures.

p.1

The position regarding the appointment of early career teachers will be

considered again during any monitoring inspection we carry out.

p.2

The position regarding the appointment of early career teachers will be

The school should take further action to:

p.2

The position regarding the appointment of early career teachers will be

 embed a consistent approach to managing behaviour, in order to ensure that poor behaviour no longer disrupts learning.

p.2

The progress made towards the removal of special measures

Since the last inspection, the interim headteacher, who took up their post shortly before the school was put into special measures, has remained in post. Leaders and those responsible for governance have worked collaboratively with the local authority, external support, and other stakeholders. They have taken effective action to secure improvements in the areas identified during the last inspection.

p.2

The progress made towards the removal of special measures

The curriculum has been improved. Leaders have added more vocational options to better meet pupils’ needs. Additional qualifications better prepare pupils for their next steps. For example, the addition of a functional skills qualification in mathematics now enables pupils to experience greater success in their education. However, these developments have not been completed, which means pupils’ access to an appropriate curriculum remains varied. More work is required to ensure the curriculum is appropriate and delivered effectively, in order to support all pupils to achieve well.

p.2

The progress made towards the removal of special measures

Provision for pupils with special educational needs and/or disabilities (SEND) has improved. Appropriate systems are now in place to identify pupils’ needs. The new systems ensure that teachers are provided with critical information about pupils’ SEND and how to support them in class. However, much of this work is new. It has yet to have a tangible impact on pupils’ achievement.

p.2

The progress made towards the removal of special measures

Reading has not been prioritised. The school is aware that some pupils urgently need help with their reading and has worked effectively with external support to develop an appropriate strategy. However, it has not yet been implemented. Consequently, pupils still do not receive the help they need to read with accuracy, confidence, and fluency.

p.2

The progress made towards the removal of special measures

The school’s personal development programme has improved. This now includes carefully chosen trips, visits and experiences for pupils. For example, external speakers have delivered workshops to pupils on important topics, such as substance misuse, addiction and knife crime. However, work is ongoing to ensure the personal, social, health and economic education curriculum meets the changing needs of its pupils.

p.2

The progress made towards the removal of special measures

Attendance has begun to improve. Staff often go to great lengths to get pupils into school. However, absence remains a significant concern. Most pupils do not attend school regularly, and a worrying number have severely low attendance. This means that too many pupils experience a fragmented education and are unable to benefit from everything the school has to offer. Furthermore, there remain some minor errors on the registers and instances of absences that are incorrectly authorised. It is imperative that the school continues its work to improve pupils’ attendance. Leaders and those responsible for governance are alert to this, and work is ongoing.

p.2

The progress made towards the removal of special measures

Poor behaviour remains commonplace. Expectations of pupils’ conduct vary. Some poor behaviours go unaddressed. This disrupts learning. The school and those responsible for governance have commissioned external support to address this, and a clear improvement plan is in place.

p.3

The progress made towards the removal of special measures

Governance could be improved. The management committee does not routinely evaluate the school’s work in as much detail as it could, and there are occasions when scrutiny is not as timely as it could be. Critically, not enough action has been taken to ensure workloads are sustainable, and this remains a barrier to further improvement.

p.3

The progress made towards the removal of special measures

The school’s culture of safeguarding remains effective. Systems for recording concerns have improved. The school ensures that pupils who may be at risk get help when they need it. Staff understand their responsibilities. Pupils feel safe. The school appreciates the importance of establishing the whereabouts of pupils not attending regularly.

p.3

The progress made towards the removal of special measures

External support commissioned by the school is having a positive impact. This is especially notable in the provision for pupils with SEND. However, the school does not always ensure that it gets the support it needs from key stakeholders, including schools that commission places. Leaders, including those responsible for governance, should consider further steps to establish shared expectations and processes. This should include working in partnership with schools with whom pupils are dual registered to improve the role they have to play in supporting their pupils.

p.3

The progress made towards the removal of special measures

I am copying this letter to the chair of the management committee, the Department for Education’s regional director and the director of children’s services for Kent. This letter will be published on the Ofsted reports website.

p.3