Bridge House School

Inspection of Bridge House School 1 Stuart Road, Bredbury, Stockport SK6 2SR

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Overall effectiveness Requires improvement

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

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Overall effectiveness Requires improvement

Does the school meet the independent school standards?

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What is it like to attend this school?

The school is a calm and welcoming environment. Staff are friendly towards pupils and know them well. Pupils are happy and safe here. Many pupils have felt unsettled in previous settings, which often caused them to avoid attending school. With the support that they receive at Bridge House School, pupils successfully start to re- engage with their education.

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What is it like to attend this school?

The school has raised its expectations for pupils’ behaviour. Pupils conduct themselves well. When pupils have concerns about bullying, the school takes appropriate action in response. That said, incidents of bullying are rare.

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What is it like to attend this school?

The school is ambitious for what pupils should achieve. It ensures that, where appropriate, pupils are given the opportunity to study for accredited qualifications. However, in some curriculum subjects, the school has not sufficiently clarified its ambitions for the knowledge that pupils will learn. Ultimately, this hinders some pupils from building a secure body of knowledge across the curriculum.

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What is it like to attend this school?

Pupils have many opportunities to pursue their wider interests. For example, every Friday is an enrichment afternoon when pupils can try out a range of activities, such as baking, science or health and beauty. Pupils can also take on additional leadership responsibilities at the school. There is a pupil librarian and a school council that represents pupils on interview panels when new staff are recruited.

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better?

Since the last inspection, the school has prioritised its efforts to improve pupils’ behaviour, including how well pupils are supported to understand their emotions. This has paid dividends. Staff understand pupils’ emotional needs and triggers. They respond with effective support when needed. Pupils behave well. They are more able to remain engaged in their learning.

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better?

The school has made significant strides in its personal development offer that it provides for pupils. For example, the school has introduced a coherent careers programme that prepares them well for adulthood, including future education, employment or training. This offer includes individualised careers guidance. The school also ensures that pupils receive age-appropriate relationships and sex education. Pupils learn how to look after their physical and mental health. The school promotes diversity and equality well. Pupils respect the different backgrounds of others.

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better?

The school has made positive inroads into improving the design and delivery of its curriculum. Some subject curriculums are fully formed, underpinned by schemes of work that clearly outline the important knowledge that pupils need to learn. However, this is not the case for all subjects. Some subject curriculums remain underdeveloped. Consequently, some staff are left unclear about what they are expected to teach, and how best they can deliver new learning. In these subjects, 4 to 6 March 2025 this sometimes hinders staff from designing suitable learning activities that support pupils to acquire the intended knowledge.

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better?

The school has introduced new approaches to checking what pupils know and remember. In subjects where the intended knowledge is well defined, these checks on learning are often more effective.

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better?

All pupils at this school have special educational needs and/or disabilities. The school swiftly identifies any additional needs that pupils may have. It has overhauled its systems and processes for ensuring that the content of pupils’ education, health and care (EHC) plans are adequately considered when designing resources and learning activities. However, some of these improved structures are still in the early stages of being embedded. Occasionally, the delivery of the curriculum is not adapted as well as it could be to cater for pupils’ different needs.

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better?

The school promotes a love of reading through, for example, a dedicated daily session for pupils to read for pleasure. Nonetheless, since the last inspection, the school has not sufficiently improved upon how well it supports pupils who are at the early stages of learning to read. The support that these pupils receive is not sharply focused on addressing their individual gaps in their knowledge of sounds. This means that some pupils remain at the early stages of learning to read for longer than they should.

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better?

The school admits many pupils who have previously found regular school attendance difficult. While pupils’ attendance is below the national average, the school is effective at helping these pupils to steadily overcome their barriers to attending school. Many pupils’ attendance has improved markedly since joining this school.

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better?

A new proprietor took over the school at the beginning of the academic year. It upholds its responsibilities under schedule 10 of the Equality Act. It has quickly set about improving quality assurance systems to review whether the independent school standards (the standards) are securely and consistently met. For example, members of the proprietor body conduct regular, detailed checks to ensure that the premises are safe and maintained to a high standard. An independent school adviser has also been appointed recently to help the new proprietor to evaluate the quality of the school’s curriculum more effectively.

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better?

The school, including the proprietor, clearly demonstrates the capacity for continued improvement. Nonetheless, at present, the school does not have robust oversight of the design, delivery and impact of the school’s curriculum. This is partly because current curriculum oversight lacks rigour. This has led to some of the standards regarding the quality of education being unmet.

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better?

The school gives due regard to staff’s workload and well-being. Staff reported that their workload is manageable and that the school ensures that they have sufficient time to carry out the duties asked of them. 4 to 6 March 2025

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 In some subjects, the school has not clarified the important knowledge that pupils should learn. Additionally, it does not have full schemes of work in place to support the delivery of all its curriculum subjects. This makes it difficult for staff to know what they are expected to teach, and how best to do so. The school must ensure that curriculums are well designed, and that staff have sufficient curriculum guidance and schemes of work to help them to deliver subjects effectively.  The school has not ensured that staff adapt the delivery of the curriculum, including learning activities, consistently well. This sometimes means that pupils do not access their learning fully, nor do they acquire the intended knowledge. The school should ensure that staff have the guidance and expertise needed to adapt the delivery of the curriculum consistently well to cater for pupils’ learning needs.  The school does not have a rigorous approach to supporting pupils who struggle

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(Information for the school and proprietor)

with learning to read. This means that some of these pupils remain at the early stages of reading for longer than they should. The school should improve its approaches to helping pupils to catch up and address their gaps in reading knowledge more effectively.  The school does not have robust oversight of how well subject curriculums are designed and delivered and their impact on pupils’ learning. Consequently, some weaknesses in curriculum design and implementation have not been addressed and some of the standards relating to the curriculum are not met. The school should ensure that its oversight is more effective at identifying, and resolving, the deficiencies in the curriculum that might prevent pupils from achieving all that they reasonably could.

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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.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 4 to 6 March 2025

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School details

Unique reference number 149189 DfE registration number 356/6014

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School details

Inspection number 10377314 Type of school Other independent special school

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School details

Email address lee.cambray@blazingstarseducation.com

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School details

Date of previous inspection 7 to 9 November 2023 4 to 6 March 2025

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Information about this school

 The previous standard inspection took place on 7 to 9 November 2023. Since the previous inspection, the Department for Education (DfE) commissioned a progress monitoring inspection. This took place on 29 October 2024.  The school is located at 1 Stuart Road, Bredbury, Stockport SK6 2SR.  At the time of the inspection, the school was led by an executive headteacher. There has been a number of staffing changes since the last standard inspection.  This academic year, the school has changed proprietorship from Educ8 to Blazing Stars Education Ltd. This is accurately recorded on the government’s Get information about schools (GIAS) website.  The school is registered to admit up to 36 pupils. Some pupils choose to stay in the post-16 provision to complete their study programmes, particularly if they have previously missed out on significant periods of schooling. There is no formal curriculum in the post-16 provision.

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Information about this school

 The school caters for pupils with autism and social, emotional and mental health needs. Some of these pupils have been out of education for extended periods. All pupils at this school have an EHC plan.  The school currently uses one unregistered alternative provision for a small number of pupils.

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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.

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Information about this inspection

The school has failed to meet the independent school standards. These are the requirements of the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic and have taken this into account in their evaluation of the school.  Inspectors met with the chair of the proprietor body, the headteacher, deputy head teacher and members of staff.  Inspectors carried out deep dives in these subjects: English, mathematics and personal, social and health education. For each deep dive, inspectors met with subject leaders, considered the curriculum plans, visited a sample of lessons, spoke to staff, spoke to some pupils about their learning and looked at samples of pupils’ work. 4 to 6 March 2025  Inspectors also talked to leaders, staff and pupils about some other subjects.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and

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Information about this inspection

considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  During the inspection, inspectors reviewed a range of documents, including those relating to safeguarding and the standards. They also looked at records of pupils’ behaviour and attendance.  As part of their checks on the standards, the lead inspector made a tour of the school premises.  Inspectors considered the responses to Ofsted’s online survey for staff and the responses to Ofsted Parent View, including the free-text comments. They also spoke to pupils about their experiences of school and considered their responses to Ofsted’s online survey for pupils.

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The school’s proposed change to the maximum number of pupils

The school has applied to the Department for Education (DfE) to make a ‘material change’ to its registration. At the DfE’s request, we checked whether the school is likely to meet the relevant independent school standards if the DfE decides to approve the change. This part of the inspection was carried out under section 162(4) of the Education Act 2002.

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The school’s proposed change to the maximum number of pupils

 The outcome of this part of the inspection is: unlikely to meet the relevant

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Part 3. Welfare, health and safety of pupils

Paragraphs 7(a) and (b), 11, 12, 14, and 16 (a) and (b)  The school has made suitable arrangements to safeguard and promote the welfare of pupils. These arrangements pay due regard to current statutory guidance. Staff are well trained to identify and report any safeguarding risks. Safeguarding leaders have appropriate knowledge and expertise to fulfil their roles effectively. Safeguarding records are detailed. The school takes appropriate action when concerns are raised.  The school has robust procedures in place to ensure that health and safety laws are complied with. Routine checks are carried out to ensure that the school complies with the requirements of the Regulatory Reform (Fire Safety) Order 2005. For example, fire safety equipment is in good working order. The school site is safe and secure. These arrangements are suitable to accommodate the proposed increase in the number of pupils on roll, should it increase.

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Part 3. Welfare, health and safety of pupils

4 to 6 March 2025  The school has ensured that pupils are appropriately supervised. There are sufficient staff to ensure that an increased number of pupils would be properly supervised should the number of pupils on roll be increased.  A written risk assessment policy is in place. A range of risk assessments show that the school takes appropriate actions to reduce any identified risks to pupil. These would be appropriate should the number on roll be increased.  The standards in this part are likely to be met if the request for the material change is approved.

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Part 4. Suitability of staff, supply staff, and proprietors

 The school’s single central record is compliant and contains all the necessary checks and information. The school carries out appropriate checks on the suitability of new staff. The school also gains the requisite assurances when supply staff and third parties are used. The school has ensured that all members of the new proprietor body have the necessary checks for the positions that they hold.  The standards in this part are likely to be met if the request for the material change is approved.

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Part 5. Premises of and accommodation at schools

 The school premises are well maintained. The school building will cater effectively for the proposed increase in the number and of pupils should the material change be approved. Classrooms are tidy and furnished appropriately. Equipment is kept in good condition. All areas of the school, including toilet and shower facilities, are kept clean. There is suitable changing accommodation for pupils to use. There is an adequate supply of hot and cold water. Drinking water is clearly labelled and available for pupils throughout the day.  There are appropriate spaces, both indoors and outdoors, for pupils to socialise in. These areas are well maintained. The school grounds provide sufficient outdoor space for pupils and will easily accommodate the proposed increase in pupil numbers.  There is a dedicated space to respond to any short-term medical needs of pupils.  The standards in this part are likely to be met if the request for the material

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Part 8. Quality of leadership in and management of schools

 The proprietor has not ensured that the school meets all of the standards. Some of the systems and procedures in place to monitor compliance, particularly regarding the quality of education that the school provides, are not sufficiently rigorous. Although the school is committed to providing a high quality of 4 to 6 March 2025 education for pupils and actively promotes the well-being of pupils, it has not ensured that there are sufficiently clear curriculum plans and schemes of work for all subjects. Nor has the school ensured that the intended curriculum is delivered consistently well and is suitably adapted to meet the needs of all pupils.  The standards in this part are unlikely to be met if the request for the material change is approved.

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Inspection team

David Spruce, lead inspector His Majesty’s Inspector

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Inspection team

Pauline Rowland Ofsted Inspector 4 to 6 March 2025

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if- – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and – 2(1)(b) the written policy, plans and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; – 3(e) demonstrates good knowledge and understanding of the subject matter being taught.

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently. 4 to 6 March 2025 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

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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