Bridge House School

Bridge House School

Address: 1 Stuart Road, Bredbury, Stockport, SK6 2SR Unique reference number (URN): 149189

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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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Inclusion Strong standard

Leaders place inclusive practice at the centre of the school's work. They gather detailed information about pupils before they join, enabling staff to understand each pupil's needs, strengths and barriers from the outset. Staff build trusting relationships with families, which helps them shape thoughtful and personalised support.

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Inclusion Strong standard

Leaders identify pupils' needs with accuracy, including needs which have emerged or changed over time. Staff use this information carefully to adapt teaching, routines and therapeutic input so that pupils can engage successfully in lessons. Specialist staff, such as therapists, work alongside teachers so that strategies are consistent and appropriate. This helps pupils feel understood and able to participate with growing confidence. Consequently, pupils sustain learning more effectively over time and complete work of increasing complexity as they move through the curriculum.

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Inclusion Strong standard

Staff check pupils' progress routinely and review the effect of interventions. When an approach is not having the intended impact, leaders and staff adjust provision promptly. This responsive approach ensures that pupils, particularly those with multiple or complex needs, receive timely and effective help.

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Inclusion Strong standard

Leaders work closely with external professionals to deepen staff expertise. This collaboration ensures that pupils who require specialist input, including those who join later in their school career, receive the right support without delay. As a result, barriers to learning reduce over time and most pupils make secure progress.

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Personal development and wellbeing Strong standard

Leaders have strengthened the personal development programme so that it is cohesive, well planned and meaningful for all pupils. Staff are confident in delivering the curriculum. Pupils develop a secure understanding of consent, healthy relationships and how to stay safe online and in the community.

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Personal development and wellbeing Strong standard

Pupils' wellbeing is prioritised. Staff know pupils extremely well and anticipate their needs. Pupils say that adults listen carefully and help them manage challenges effectively. This personalised support enables pupils to grow in confidence and develop greater emotional resilience.

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Personal development and wellbeing Strong standard

Leaders deliberately broaden pupils' experiences so that they develop socially, culturally and spiritually. Pupils learn about different faiths, beliefs and traditions through celebrations, themed events and visits. They take part in creative arts, sports, community projects and residential activities, which deepen their appreciation of the wider world. Many pupils take pride in contributing positively to the local community, for example through visits to local care homes or participating in charity events.

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Personal development and wellbeing Strong standard

Leaders' sustained work has led to clear, measurable improvements. Participation in enrichment and wider curriculum activities has increased steadily, with more pupils engaging regularly in opportunities beyond the classroom. Pupils also demonstrate stronger emotional

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Expected standard

regulation; incidents are typically fewer and shorter, and pupils are increasingly able to use agreed strategies to return to learning quickly.

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Expected standard

Staff help pupils to reflect on their values and opinions and to understand the perspectives of others. Pupils are encouraged to express their views through the student council and regular class discussions. This supports their understanding of democracy and respectful debate.

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Expected standard

Preparation for adulthood is carefully embedded. Pupils benefit from personalised careers guidance, work-related learning and opportunities to develop independence. Some take part in enterprise projects or practical programmes that equip them with important life skills. As a result, pupils develop their talents, broaden their interests and are well prepared for their next steps.

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Achievement Expected standard

Most pupils achieve well from their starting points. Many join partway through their education and often with significant gaps in knowledge. As a result, outcomes do not fully reflect the progress they make during their time here. Staff assess pupils' needs promptly and implement support that improves pupils' readiness to learn.

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Achievement Expected standard

Across subjects, pupils develop increasingly secure knowledge. Their work shows that they build understanding over time and can apply what they know with increasing independence. Pupils who need additional help with reading benefit from targeted support that improves their ability to access the wider curriculum.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities, including those with more complex needs, make progress that is close to that seen nationally for similar groups of pupils. Nearly all pupils move successfully into further education, training or employment. Pupils leave with growing confidence, appropriate qualifications and a clear sense of their next steps.

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Attendance and behaviour Expected standard

Many pupils have previously experienced disrupted education or extended periods of non- attendance. Leaders work closely with pupils and families to emphasise the importance of attending regularly. Staff use bespoke and creative approaches to help pupils overcome barriers, and these efforts have led to steady improvements over time. Persistent absence has reduced, though a small number of pupils still do not attend as consistently as they could. Leaders continue to work intensively with these pupils to support further improvement.

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Attendance and behaviour Expected standard

Leaders have established a calm and nurturing environment where expectations are understood and upheld. Staff model positive relationships and respond to pupils with patience and consistency. When pupils find it difficult to manage their emotions or behaviour, staff support them sensitively so that incidents are brief. Pupils behave well, engage positively with their learning and take pride in meeting expectations.

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Attendance and behaviour Expected standard

Pupils treat one another with respect. They say that bullying is rare and that, when it does occur, staff act swiftly and appropriately. Adjustments for pupils are implemented thoughtfully, ensuring that all pupils can regulate their behaviour and participate successfully. As a result, pupils' attitudes to learning have improved considerably from their starting points.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that reflects pupils' starting points and aspirations. Pathways are carefully structured so that knowledge builds logically over time, and leaders review curriculum content regularly to ensure that it remains ambitious and appropriate. Leaders also adapt programmes when pupils' needs change, ensuring that each pupil can access learning successfully.

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Curriculum and teaching Expected standard

Teachers typically have strong subject knowledge and explain new learning clearly. Well- chosen activities help pupils practise and apply what they have learned. Staff check pupils' understanding throughout lessons and respond quickly when misconceptions arise. This supports pupils to consolidate knowledge securely.

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Curriculum and teaching Expected standard

Leaders prioritise the development of foundational skills. Many pupils arrive with gaps in reading, writing or numeracy, and staff implement targeted interventions that are making a positive difference. Pupils who require additional support with reading benefit from structured programmes that help them catch up.

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Curriculum and teaching Expected standard

Although teaching is generally consistent, leaders have identified where aspects of practice still need strengthening. For example, pupils do not always receive helpful feedback or opportunities to revisit and improve their work. Leaders are addressing this through coaching and professional development. These actions are beginning to improve the precision and consistency of teaching over time.

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Leadership and governance Expected standard

Leaders share a clear commitment to improving pupils' life chances. Many pupils have previously experienced disrupted or negative education, and leaders' work is rooted in helping them reconnect with learning and rebuild confidence. This sense of purpose shapes leaders' decisions and the direction of the provision.

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Leadership and governance Expected standard

Leaders have an accurate understanding of what is working well and where further improvement is needed. They use a range of information to evaluate impact and prioritise actions. Some improvement work is well established, while other initiatives are at earlier stages. Leaders monitor progress closely and adapt approaches when necessary.

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Leadership and governance Expected standard

Staff benefit from a well-structured professional development programme that strengthens their expertise and builds consistency. Leaders take workload seriously and check that new initiatives are manageable and purposeful. As a result, staff feel valued and supported. Many speak positively about the culture of trust and the opportunities they have to develop professionally.

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Leadership and governance Expected standard

Proprietors fulfil their responsibilities with diligence. They understand the context of the school and provide appropriate challenge and support. The proprietor's systems for monitoring the quality of the school's work have ensured that the independent school standards are consistently met. They work with leaders to ensure that decisions remain focused on pupils' academic and personal development.

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Leadership and governance Expected standard

Leaders communicate effectively with families, who appreciate the guidance and care their children receive. Parents are highly positive about the difference staff make to pupils' confidence, behaviour and engagement.

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Leadership and governance Expected standard

Overall, leaders' actions have strengthened the quality of provision, but some work is still developing and will require continued attention to ensure consistency across all areas.

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

Pupils often join the school at a point when they need a new beginning. They settle quickly due to the patience and genuine care shown by staff. Pupils say that adults understand them well, which helps them feel accepted and ready to take part in school life. As their confidence grows, pupils form positive friendships and treat one another with respect. They trust staff to resolve any issues, so bullying is uncommon and pupils feel safe.

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

All pupils have special educational needs and/or disabilities (SEND). Staff take time to understand each pupil's individual profile and use this knowledge to adapt learning thoughtfully. These adaptations help pupils participate successfully alongside their peers and make steady progress from their starting points. This careful attention to pupils' needs has also supported improvements in attendance, although a small number of pupils still do not attend as regularly as they should.

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

Clear and familiar routines help pupils feel settled and able to manage their day. Most pupils meet the school's expectations for conduct. When they find things difficult, staff respond with calm reassurance so that any interruptions to learning remain brief. Many pupils are motivated by the school's reward system and enjoy choosing items from the rewards trolley. They also value the chance to care for the school's tortoises as part of the animal therapy provided for pupils at the school. The pupils told inspectors that this helps them feel calm and responsible.

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

Beyond lessons, pupils enjoy a widening range of clubs and experiences. They speak enthusiastically about creative activities, sports, swimming, horse riding and visits in the local community. These opportunities help pupils discover new interests and strengthen their sense of belonging.

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

Pupils understand the goals they are working towards and feel supported as they prepare for their future.

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Independent school standards

Independent school standards are either met or not met for each category.

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Next steps

Leaders should continue to reduce barriers to regular attendance so that more pupils attend consistently. Leaders should ensure that teachers provide consistently helpful feedback and give pupils regular opportunities to correct and improve their work. Leaders should strengthen support for writing so that pupils can apply and communicate their knowledge confidently in their written work.

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About this inspection

The name of the proprietor is Blazing Stars Education Ltd.

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About this inspection

The fees currently charged are from £68,250.

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About this inspection

The email address of the school: info@bridgehouseschool.com

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About this inspection

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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About this inspection

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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About this inspection

Inspectors spoke with the chair of the proprietor body, the headteacher, deputy headteacher and members of staff during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

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.

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About this inspection

The school is located at 1 Stuart Road, Bredbury, Stockport SK6 2SR.

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About this inspection

The school uses no alternative provision.

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About this inspection

Headteacher : Danielle Hulme 1. Quality of education provided Standards met

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About this inspection

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

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About this inspection

3. Welfare, health and safety of pupils Standards met

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About this inspection

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

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About this inspection

5. Premises of and accommodation at schools Standards met

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About this inspection

6. Provision of information Standards met

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About this inspection

7. Manner in which complaints are handled Standards met

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About this inspection

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

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Lead inspector:

Rebecca Sharples, His Majesty's Inspector

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Facts and figures used on inspection

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. All standards have been met.

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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

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 .

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Insufficient evidence

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Insufficient evidence

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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