The Bridge Easton

The Bridge Easton

Address: Bawburgh Road, Easton, NR9 5EA Unique reference number (URN): 148618

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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.

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Attendance and behaviour Strong standard

Leaders expertly track and act on patterns of pupil absence. They work effectively with families and external agencies to promote regular attendance. They anticipate difficulties before they arise, such as pupils who are more likely to struggle with routines following a longer holiday period. As a result, pupils attend regularly and get the most out of the school experiences on offer. Pupils look forward to and enjoy coming to school.

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Attendance and behaviour Strong standard

The school's predictable routines, low distraction environments and warm relationships create an environment that reduces anxiety and helps pupils feel safe. This provision positively impacts pupils' sense of safety, happiness and their ability to focus. Consequently, pupils are comfortable to interact with others and participate in new activities. Staff respond quickly, calmly and consistently if pupils struggle to manage their emotions. The school teaches pupils how to behave socially, so pupils get on well with others and keep safe. As a result, disruption and bullying is rare and suspensions are extremely uncommon.

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Inclusion Strong standard

Leaders have established a highly-inclusive culture. The school identifies pupils' needs precisely and at pace. Leaders carefully use insights from evidence and research when making decisions about extra help and support for pupils. They use detailed assessment information to inform regular reviews of pupils' progress and needs. This information is then used to fine-tune pupils' academic and therapeutic experiences. As a result, all pupils receive support that is precisely tailored to their needs from the outset.

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Inclusion Strong standard

Leaders are thoughtful and creative in reducing barriers to pupils' learning. The curriculum is carefully structured, yet flexible, so that pupils can move between pathways as their needs change. Staff are well trained and are adept at using the school's systems to meet pupils' needs. They consistently apply the agreed communication approaches and respond swiftly to pupils' often subtle and evolving cues. Pupils feel secure and ready to learn because there are predictable routines and well-planned transitions.

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Inclusion Strong standard

Leaders check pupils' progress closely and evaluate the impact of support with rigour. They work in close partnership with families and a range of external agencies, including social services, the virtual school and therapeutic services, to secure the right support. Leaders use additional funding for pupils who are disadvantaged in a highly-effective way. For example, they commission extra therapy where this will make the greatest difference to pupils' confidence and independence.

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Leadership and governance Strong standard

Leaders have a precise and grounded understanding of the school's strengths and priorities for improvement. They recognise the importance of a well-sequenced curriculum for pupils' academic, social, emotional and physical development. Leaders have invested time and energy in creating a curriculum that sets out multiple pathways to success and takes into account pupils' fluctuating progress and needs. Leaders have set out and implemented a comprehensive professional learning programme to equip staff with the knowledge and skills they need to support pupils with special educational needs and/or disabilities (SEND). Leaders regularly review, analyse and reflect on pupils' learning experiences. Leaders quickly pinpoint where classroom practice needs to strengthen and provide targeted support. This work is ongoing as some staff are new. Leaders use a range of sources when making decisions about how to meet pupils' needs,

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Leadership and governance Strong standard

including parental insights and input from the trust and external professionals.

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Leadership and governance Strong standard

Those responsible for governance are responsible and reflective. Trustees draw on a wide range of information, including externally commissioned reviews, to inform their thinking and ensure they fulfil the duties expected of them. The trust has strengthened collaboration across schools, including sharing effective practice, which supports ongoing improvement. The school engages purposefully with parents and carers, despite geographical distances. Teachers' daily communication and regular parent 'cafes' help families feel informed and supported. The school and the trust are firmly committed to working with the local authority to meet the needs of pupils with SEND. As a result, as the school has grown and pupils' needs have evolved, academic and therapeutic experiences remain cohesive and consistent.

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Personal development and wellbeing Strong standard

Leaders have designed a highly-purposeful personal development programme that enables pupils to experience a full and meaningful school life. Leaders track the participation and impact of every trip, club and celebration closely. The school is creative in ensuring that pupils with complex needs take part in rich experiences. For example, pupils practise real- life skills, such as using the school's own 'bus route', and benefit from experiences brought into school they might not otherwise access. Pupils build their confidence through well- planned opportunities to participate in the community. This also opens doors to further their experience outside of school with their families. The school's focus on physical development, including activities such as rebound therapy, supports pupils' health and well- being.

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Personal development and wellbeing Strong standard

As a result of the school's work, pupils are well supported to make their steps into society. Pupils learn respect for different cultures, collaboration and how to manage themselves in the community. Leaders tailor careers support and education to each pupil's abilities and aspirations. For example, the school utilises meaningful workplace visits, roles within the school, alongside more traditional work experience to cater for pupils' differing levels of independence. The school ensures that pupils learn vital skills to take care of themselves, such as how to be organised, prepare healthy food and administer first aid. Pupils also learn about relationships and how to keep themselves safe in the real and online world.

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Personal development and wellbeing Strong standard

The school is rightly proud of its work to support pupils' mental health. This includes working closely with families. For example, staff provide guidance on how to access additional community support, information about online safety and communication strategies. The school's 'mental health champions' offer mental health drop-ins for pupils.

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Achievement Expected standard

Pupils achieve well from their starting points across a wide range of developmental areas. They are increasingly confident communicators. Pupils express their needs, wants and feelings, using a range of approaches and staff notice and respond to these effectively.

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Achievement Expected standard

Pupils' achievement is not limited by disadvantage or vulnerability. The school successfully supports pupils to reduce social, communication and developmental barriers to participate fully in school life. Over time, pupils become more familiar with routines and transitions. Pupils also develop independence in physical development and self-care. This helps them to feel more confident in themselves and able to engage with the world around them. This underpins pupils' readiness for the future. Leaders successfully ensure that pupils gain the knowledge, confidence and self-belief they need to move into the next stage of their adult lives. This includes supporting pupils to achieve qualifications as they progress into key stage 4.

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Curriculum and teaching Expected standard

Leaders have a clear and accurate understanding of the quality of the curriculum and teaching. They have established a well-sequenced curriculum that is organised both by subject and pathway, ensuring that all pupils access a broad range of learning experiences. The curriculum is deliberately flexible. This helps pupils change pathways so their support matches their progress.

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Curriculum and teaching Expected standard

Leaders ensure that staff have the knowledge they need to teach the curriculum effectively. Teachers work closely with support staff so that all adults work towards the same goals in a consistent way. In key areas, such as early writing, staff break learning down into small, carefully-sequenced steps. The school's approach to early reading, which is carefully tailored to pupils' needs, has a positive impact. Throughout the school, stories, songs and structured language support pupils' communication, understanding and emotional regulation. Staff scaffold pupils' language effectively, such that pupils show growing confidence in their communication and engagement. That said, some staff are new to and still getting to grips with the school's approaches. Leaders' highly systematic approach to checking the impact of the curriculum supports the swift identification of both pupil and staff need. This ensures that pupils' classroom experiences continue to strengthen as the school

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Early years Expected standard

The curriculum is well sequenced, ensuring that children's learning experiences embrace the full spectrum of physical, social and emotional development. Staff are well trained to support young children with a wide range of additional needs. For example, staff manage children’s sensory-seeking behaviours by using specialist equipment so that they stay safe, calm, and engaged in learning. Children experience familiar routines and consistent care which help them to settle quickly when beginning a new activity. Staff carefully structure choices to avoid overwhelming children, while still maintaining their opportunities for independence. As a result, children start and continue their day calmly. They engage meaningfully with new objects, words, and songs. Staff teach children to gain control of their bodies and begin to learn self-care routines. Joyful, regular opportunities to hear and re-tell stories build children's knowledge

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Early years Expected standard

Staff carefully structure activities to maximise high-quality adult-child interaction and provide for close supervision. This ensures that staff keep pupils safe while responding to and building on children's learning in the moment. This includes support for children to learn and pronounce new sounds and letters. The school ensures that children feel and are part of the school community. For example, they take part in the school's enrichment activities, such as the visiting circus.

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

Pupils are safe and well cared for in this calm and orderly school. Staff know pupils very well and respond quickly to their needs. This helps pupils to behave well and feel comfortable and secure in their surroundings. Staff act swiftly to support pupils if they become unsettled, thus minimising disruption. Pupils learn how to regulate their emotions and, over time, become more resilient. Bullying is extremely rare.

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

Pupils enjoy their learning. They follow the school's carefully-structured approach which helps them to engage with classroom activities, each other and the adults around them. Pupils feel and are valued because staff use consistent communication strategies to notice, listen and respond to pupils' expressions of interest and understanding. Pupils take on roles and responsibilities which develop their independence and sense of belonging.

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

Pupils achieve well from their starting points. Pupils' steps to independence are thoughtfully planned, carefully taught and consistently celebrated. This includes everything from early communication, reading and personal care to taking bus journeys and completing qualifications. Pupils have opportunities to develop these important skills over time.

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

Pupils enjoy a rich, varied and full school life within and beyond the classroom. This includes participation in assemblies, learning from interesting visitors and attending a range of sporting events. Leaders diligently support pupils to make the most of opportunities in the community, such as swimming, going to the shops and visiting museums. These opportunities not only support pupils to learn about the wider world, but also show them that they are capable of more than they might otherwise have believed.

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Next steps

Leaders should continue to ensure that information from their checks is used consistently to inform teaching, evaluate pupils' progress and review the impact of support strategies.

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Team inspectors:

Joanna Pedlow, Ofsted Inspector Nicola Shadbolt, Ofsted Inspector

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Facts and figures used on inspection

Leaders should ensure that teaching approaches are fully embedded so all staff make effective choices and adapt learning precisely to meet pupils’ needs

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About this inspection

This school is part of The Bridge Multi-Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Dr Penny Barratt OBE, and overseen by a board of trustees, chaired by David Tait.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

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

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About this inspection

Inspectors spoke with the chief executive officer, the chair of trustees, the chair of the local governing body, a representative from the local authority and school leaders during the inspection.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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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 opened in January 2023. Since the school opened, the school has quickly grown. There are now 191 pupils on roll.

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About this inspection

The school caters for pupils age 4 to 16 with significant cognitive and learning difficulties. Many pupils also have significant social, communication, physical and sensory needs. All pupils have an education, health and care (EHC) plan.

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About this inspection

The school does not use any alternative provision.

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About this inspection

Headteacher: Natalie Dores The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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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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Urgent improvement

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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Urgent improvement

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Urgent improvement

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

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Urgent improvement

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

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