Hampton Bridge School

Hampton Bridge School

Address: Barrack Road, Northampton, Northamptonshire, NN2 6AF Unique reference number (URN): 151237

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Achievement Expected standard

All pupils have special educational needs and/or disabilities and many have only been attending the school for a few months. Many pupils have made rapid progress from their starting points in a short space of time. Progress is evident in pupils' communication, reading and mathematics. It is also seen in the wider 'curriculum pillars' that include subjects such as art and history. Pupils engage well with learning and many produce high-quality work.

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Achievement Expected standard

Robust systems are in place to track progress across a range of measures that include pupils' personal development and attitudes to learning. Those pupils who have been at the school just a few weeks make rapid progress in their engagement with learning. They are developing their ability to manage relationships with others and build their tolerance to change. Those who have been at the school longer make positive progress through the curriculum. They are well prepared for their next steps in education, employment or training.

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Attendance and behaviour Expected standard

The school has high expectations of pupils' attendance. All pupils have been absent from education for a significant proportion of time, some up to 3 years. Many have complex anxieties related to school attendance. Leaders have undertaken considerable work with families to help them understand the importance of regular attendance. Parents and carers collaborate with staff to reduce the reasons pupils have for non-attendance. The impact of leaders' work is evident and the significant majority of pupils have improved their attendance from their previous school or provider.

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Attendance and behaviour Expected standard

Relationships between staff and pupils are very positive and caring. The school has high expectations of how pupils should behave and relate to each other and staff. While expectations are not lowered, staff do make adaptations for pupils to help them cope with the school day. Staff are skilled in knowing how to support pupils to manage their emotions and engage with their learning. As a result, lessons are typically calm and pupils engage in work at a level they are capable of. The longer pupils spend at the school the more tolerant and accepting they become of each other. Any discriminatory language and bullying behaviour are dealt with swiftly and effectively by staff.

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Curriculum and teaching Expected standard

Carefully designed curriculum pathways help pupils to 'connect with and relate' to their learning and overcome barriers. The curriculum is appropriately sequenced, enabling pupils to recall and apply prior learning. Lessons typically follow a structured approach, so pupils know what is expected of them. There is a sense of working as fast as possible, but as slow as necessary, in all lessons, so that key learning is embedded and understood. Staff check that pupils know and understand this content to ensure that they are ready for their next steps. Leaders typically have a clear understanding of the quality of the curriculum, through regular checks on teaching and learning. They have ensured that their chosen methods for teaching are delivered by staff effectively. Curriculum leaders monitor the impact of these strategies regularly and provide tailored support to bring about any improvements that may be

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Curriculum and teaching Expected standard

Teachers use their subject knowledge effectively to provide engaging lessons for pupils. They give clear instructions and take the time to ensure that pupils understand how any new knowledge builds on prior learning. Teachers have the expertise they need to help pupils who have not yet secured key knowledge in mathematics, or fluency in reading. Staff work together to provide the help needed to rapidly close the gaps in pupils' knowledge.

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Inclusion Expected standard

Leaders have established a fully inclusive culture across the school. They achieve this through the core therapeutic values of the school. The school's approach to deliberately designing individualised learning spaces supports the pupils who have experienced school- based anxieties. Pupils benefit from short, sharp lessons with regular 'brain breaks'. Staff provide time and space for pupils to manage their emotions. As a result, all pupils are well supported to be fully included in learning.

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Inclusion Expected standard

Pupils' needs are identified well through a thorough induction process. Appropriate checks on pupils' starting points provide staff with accurate information. Staff use this information to create individualised pupil support plans. Leaders' monitoring and tracking of all pupils' progress is meticulous. Staff use this rich information to adapt and adjust support to ensure that the school's provision is reducing pupils' barriers to learning.

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Inclusion Expected standard

Staff are well trained and have the expertise they need to support pupils with special educational needs and/or disabilities effectively. However, there are times when access to specialist external support is required. Leaders are aware that the mechanisms for this to happen quickly are not currently in place.

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Inclusion Expected standard

The school works closely with other agencies such as the Virtual School and alternative provision (AP). They ensure that any AP they use is suitable. However, the regular checks they make on the AP do not always include the quality of the learning that is provided.

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Leadership and governance Expected standard

Leaders have quickly established a clear ethos and strategic direction towards the school's ambitious vision for pupils to flourish. They know the strengths of the school and take a strategic approach to improvement. They are reflective, learn quickly and identify the right priorities, to ensure the best possible experiences for pupils. Leaders demonstrate consistently high standards of principled and professional conduct and always act in the best interest of all pupils.

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Leadership and governance Expected standard

The proprietor knows the school well. The proprietor body and senior leaders from the Spaghetti Bridge Group are knowledgeable about their statutory duties and carry them out effectively. They support and challenge school leaders effectively. The proprietor's systems for monitoring the quality of the school's work have ensured that the independent school standards are consistently met. Oversight provides the school with high-quality feedback to inform continuous improvement.

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Leadership and governance Expected standard

Leaders provide high-quality training opportunities for staff as part of their professional learning programme. This ensures that they develop their understanding of pupils with additional needs and complex mental health issues. Staff, including those new to teaching, appreciate the opportunities they have to build their expertise.

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Leadership and governance Expected standard

Leaders take account of staff's wellbeing and make sure their workload is manageable through shared planning, and support from curriculum coordinators. Staff are proud to work at the school. They say that working there feels like being part of a family.

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Leadership and governance Expected standard

The proprietor and those responsible for leadership in the school build constructive relationships beyond the school and work in partnership with parents and carers and the local community effectively. As a new school, they are working to further develop relationships with external professionals.

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Personal development and wellbeing Expected standard

The school's values drive the content of the personal development programme. Their 'enterprise approach' and the 'pillars' capture what all pupils need to learn. This provides pupils, particularly the most vulnerable, with valuable life experiences and skills. The school has only been open for two terms. Consequently, not all planned aspects of the programme have been delivered. This means pupils' understanding of fundamental British values is still developing. However, a significant amount has been achieved in a short time and pupils are learning how to take their place in a modern society.

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Personal development and wellbeing Expected standard

The personal, social and health education curriculum is carefully planned and responsive to what is going on in or around the school. Staff take advantage of opportunities to talk to pupils about current affairs and moral and ethical issues during their 'base time'. Leaders have connected with outside agencies and invited them to talk about particular social issues that pupils need to be aware of. Pupils learn about risks to their wellbeing, including when they are online. Pupils know how to keep themselves healthy, including their mental health. They have an understanding of healthy relationships.

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Personal development and wellbeing Expected standard

Pupils are supported to reflect on their own beliefs and those of others when they visit places of worship. They engage with learning about themselves as they develop their understanding of right and wrong and reflect on their experiences. Pupils understand and respect difference and say that staff help them feel confident being themselves.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils' interests and talents are identified and nurtured. Staff expose pupils to an array of experiences through trips to spark interests in things that they may want to pursue further. Extensive careers education and the opportunity to work with industry experts have led to several of the older pupils developing clear career aspirations. Typically, pupils are being well prepared for their next steps and for adult life.

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What it's like to be a pupil at this school

Many pupils have found a place to belong at Hampton Bridge School. Those who have historically found it difficult to 'fit in' now feel included, safe and happy at school. Pupils say that staff 'help you to feel comfortable being yourself'. Those who find peer relationships difficult are helped to make new friends. Highly positive relationships are evident between staff and pupils, throughout the school. As a result, pupils try hard to manage their emotions and be polite and respectful towards others. Bullying is rare and pupils are confident that staff will sort out any problems or concerns they may have.

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What it's like to be a pupil at this school

The majority of pupils have had negative experiences of education prior to joining the school. Many pupils have been out of school for extended periods of time. Often this absence is because of deep anxiety and trauma related to school attendance. Staff accommodate pupils' individual needs and remove any barriers that might prevent pupils from attending. The school offers a warm and welcoming environment. This means that pupils want to attend so that they don't miss out on what is happening at school. There is a notable improvement in attendance for pupils after joining the school.

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What it's like to be a pupil at this school

Pupils' individual circumstances and any barriers to learning they may have are known by staff. Highly effective provision is made to address these barriers and provide well for pupils' needs. Pupils enjoy learning in a carefully designed environment that helps them connect and engage with meaningful tasks and activities. Each 'small step' taken in the right direction and every success in pupils' personal and academic development is celebrated. This boosts pupils' confidence to attempt new learning. For example, pupils have engaged in various adventurous trips and community visits that previously they would have thought were beyond their capabilities. The school's carefully planned curriculum prepares pupils well for their next steps and for life in modern Britain.

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Next steps

• Leaders should ensure more timely access to external specialist support so that all pupils' needs are fully identified and provided for as swiftly as possible. • Leaders should further expand their checks on alternative providers so they can assure themselves the quality of the curriculum being delivered aligns with pupils' learning targets. • Leaders should further refine the targets in pupils' learning plans so they align more precisely with the larger outcomes from their education health and care plans.

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About this inspection

The chair of the proprietor body is Stephen Bradshaw.

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About this inspection

The school's email address is: admin@hamptonbridgeschool.co.uk

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Independent school standards

Independent school standards are either met or not met for each category. Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school's compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Independent school standards

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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Independent school standards

Inspectors spoke with the headteacher, the deputy headteacher, several other senior school leaders, senior leaders from the proprietor Spaghetti Bridge Ltd, including the chief executive officer, as well as school staff and pupils during the inspection.

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Independent school standards

The inspectors confirmed the following information about the school:

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Independent school standards

All pupils have an education, health and care plan. The school provides education for pupils with autism, social and emotional, mental health needs, speech language and communication needs and moderate learning difficulties.

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Independent school standards

The school uses one unregistered alternative provision.

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Independent school standards

The school operates from premises at Barrack Road, Semilong, Northampton NN2 6AF.

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Independent school standards

The school is registered to accept 70 pupils. There are currently 34 pupils on roll. At the time of the inspection, there were no post-16 students on roll.

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Independent school standards

The school was registered by the Department for Education on 26 March 2025, and this is its first standard inspection.

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Independent school standards

1. Quality of education provided Standards met

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Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards met

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Facts and figures used on inspection

3. Welfare, health and safety of pupils Standards met

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Facts and figures used on inspection

4. Suitability of staff, supply staff, and proprietors Standards met

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Facts and figures used on inspection

5. Premises of and accommodation at schools Standards met

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Facts and figures used on inspection

6. Provision of information Standards met

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Facts and figures used on inspection

7. Manner in which complaints are handled Standards met

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Facts and figures used on inspection

8. Quality of leadership in and management of schools Standards met

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Facts and figures used on inspection

All standards have been met. This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school.

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Insufficient evidence

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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

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