Teagues Bridge Primary School

Teagues Bridge Primary School

Address: Teagues Cresent, Trench, Telford, Shropshire, TF2 6RE Unique reference number (URN): 123451

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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 Expected standard

Leaders place a sharp focus on attendance. Systems to monitor attendance are well established. Leaders monitor attendance closely and work effectively with families, external agencies and pupils to address barriers to regular attendance. They take timely and appropriate action when concerns arise, helping pupils to attend school more regularly. Attendance is broadly in line with national figures. This reflects leaders’ effective work to improve attendance.

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Attendance and behaviour Expected standard

Behaviour is positive across the school. Pupils are settled, generally behave well and typically demonstrate positive attitudes towards learning. Classrooms are calm and purposeful and pupils conduct themselves well around the school. For example, pupils routinely hold doors open for adults and greet visitors politely. Relationships between staff and pupils are respectful. Staff understand pupils’ needs well and use appropriate strategies to support pupils who may need help with their behaviour. Recent improvements to the school's sensory provision are helping pupils to become more settled and ready to learn. Bullying is rare and is dealt with effectively when it occurs.

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Attendance and behaviour Expected standard

The school does not tolerate discrimination. Suspensions are used appropriately and leaders ensure that pupils re-engage with school successfully.

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Early years Expected standard

Children get off to a positive start in the early years. The provision is thoughtfully organised and supports children’s learning across the curriculum. This allows children to experience activities independently and work alongside their peers and adults. The indoor and outdoor environments encourage children to explore, play and learn. This means that children achieve well across the curriculum and are well prepared for key stage 1.

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Early years Expected standard

Adults engage well with children. Interactions are generally purposeful and typically extend children’s learning and communication skills. Children are confident and settled and enjoy learning. Adults know children well and work closely with parents and external agencies when extra help is needed. This also helps children to become confident learners who are prepared for the next stage of education.

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Early years Expected standard

Children know their routines very well. Adults set high expectations for behaviour and children rise to them. For example, during tidy-up time, children work together sensibly to return resources to the correct places before settling quickly on the carpet for snack time.

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Early years Expected standard

The curriculum helps children build strong knowledge and skills across different areas of learning. Opportunities for exploration, independence and collaboration are embedded in daily routines. Early reading is taught effectively, and children quickly learn how letters and sounds work together to help them read.

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Inclusion Expected standard

Inclusion is central to the school’s work. Leaders are committed to ensuring that pupils receive help when they need it. Leaders know pupils and their families well. They work with external agencies to secure appropriate support. They have established effective systems to identify pupils’ needs and reduce barriers to learning. Leaders have recently introduced a new way of working where staff, parents and pupils work together to agree learning targets. Although this work is at an early stage, it is beginning to have a positive impact on pupils’ learning.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities access the curriculum alongside their peers. Typically, they benefit from changes to teaching that help them learn successfully. Pupils with additional needs are supported effectively to participate in school life. Furthermore, those with the most complex needs are helped to develop the knowledge and skills they need. Staff also support them to become more confident and independent. The school’s inclusive culture ensures that vulnerable pupils are well supported and able to access the same opportunities as others.

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Inclusion Expected standard

Disadvantaged pupils are supported well through the pupil premium strategy. Leaders ensure that funding enables them to receive additional help to make progress across the curriculum.

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Inclusion Expected standard

Leaders make effective use of alternative provision for a small number of pupils. They work closely with providers to check pupils’ attendance, welfare and academic progress.

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Leadership and governance Expected standard

Since the previous inspection, leaders have taken effective action to address key areas for improvement. Leaders have an accurate understanding of the school’s strengths and the areas that require further development. They have taken appropriate steps to strengthen provision, including seeking external support and challenge. Leaders care deeply about their school and the community it serves. They are reflective in their work to improve provision for all pupils. Leaders have established a clear vision, including for inclusion, behaviour and pupil wellbeing. This is well understood by staff and reflected in the school’s culture.

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Leadership and governance Expected standard

Staff are positive about working at the school and feel supported by leaders. Leaders are mindful of staff's workload and wellbeing. Early career teachers value the guidance and professional development they receive. Leaders provide opportunities for staff to develop their expertise and contribute to school improvement. Governors know the school well and provide appropriate support and challenge. They use a range of information to monitor the school’s effectiveness and hold leaders to account. Governors meet their statutory duties effectively. Many parents and carers value the support their children receive and recognise the recent improvements in the school’s provision.

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Leadership and governance Expected standard

Leaders have correctly identified development areas in assessment, curriculum implementation and achievement. Although some improvement work is still at an early stage and has not yet secured consistent outcomes, leaders are focused on the right priorities to bring about further improvement.

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Personal development and wellbeing Expected standard

Leaders have established an effective programme to support pupils’ personal development and wellbeing. The curriculum promotes pupils’ social, moral, spiritual and cultural development effectively. Pupils learn about diversity and British values through a range of activities and experiences. For example, the school uses a different national flag each month as a starting point for learning about different countries, cultures and the wider world. Pupils are accepting of others and say that everyone is welcome in their school and wider community. They develop an age-appropriate understanding of healthy relationships. Leaders understand the local community well, including the challenges some pupils may face. They ensure that these issues are reflected in the curriculum. As a result, pupils know how to stay safe and make informed choices.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide range of enrichment opportunities, including clubs, trips and leadership roles. The ‘safe and secure’ crew is particularly popular. Older pupils take responsibility for helping to keep others safe on the playground. Pupils speak positively about opportunities such as street dance, cookery and sports. Pupils appreciate leaders’ efforts to ensure that all pupils can take part in activities that interest them. These experiences contribute positively to pupils’ confidence and wider opportunities.

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Personal development and wellbeing Expected standard

The school places a sharp emphasis on mental health and wellbeing. Leaders have prioritised staff training so that adults know how to support pupils when they need help. Pupils value the ‘friendship tokens’, which celebrate acts of kindness and encourage positive relationships between pupils. Pupils know how to seek support and can identify trusted adults who will help them. Leaders have established systems that encourage pupils to share their views and contribute to school life. As a result, pupils feel valued, supported and well prepared for the next stage of their education.

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Achievement Needs attention

Recent key stage 2 results show that pupils' outcomes are improving. In 2025, pupils achieved results that were broadly in line with expected standards in reading, writing and mathematics. There was a notable improvement in writing. However, leaders recognise that these stronger outcomes need to be sustained. Phonics outcomes have been consistently above the national average. Disadvantaged pupils have also achieved above national figures. This demonstrates the positive impact of leaders' support for these pupils.

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Achievement Needs attention

However, achievement is not consistently secure across the school. Leaders are focused on the right priorities and recognise that further work remains. For example, there is a clear emphasis on basic skills, such as handwriting, spelling, grammar and punctuation. However, pupils do not always apply these skills accurately in their wider work. In addition, pupils do not receive sufficiently precise feedback. As a result, gaps in pupils' learning are not closing quickly enough. Consequently, some older pupils continue to make basic errors in letter formation because mistakes are not identified and corrected consistently.

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Curriculum and teaching Needs attention

Leaders have designed a curriculum that helps pupils build their knowledge and skills. In many subjects, learning builds logically on prior knowledge and supports pupils to build a deeper understanding over time. Staff establish clear classroom routines and pupils generally understand what is expected of them. Staff typically explain concepts clearly and use resources effectively to support learning. In addition, regular opportunities to revisit and practise key learning help pupils to recall prior learning effectively. In mathematics, pupils are given opportunities to develop fluency, reasoning and problem-solving skills. Typically, teachers make helpful adjustments in lessons so that pupils can learn successfully and participate with confidence.

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Curriculum and teaching Needs attention

Teachers do not routinely identify and address misconceptions precisely enough. As a result, some pupils repeat errors, and gaps in their understanding remain. This means that assessment is not used consistently well to help pupils secure and build on important knowledge.

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Curriculum and teaching Needs attention

In writing, recent improvements are beginning to strengthen the quality of pupils' work. However, opportunities to develop deeper understanding vary across the school. Across subjects, expectations for presentation are typically secure and support pupils to take pride in their work.

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

Pupils are confident and enjoy coming to school. They describe the school as a safe, inclusive and welcoming community. They speak positively about the support they receive from adults and know whom to approach if they have a worry or concern. Older pupils willingly support younger pupils, helping them to resolve friendship issues and seek help when needed. Pupils understand the school’s message to ‘stand up, speak up and use your voice’.

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

One of the school’s promises to pupils is to keep them at the centre of decision-making. Pupils know that their views matter and can describe occasions when adults have listened to them and acted on their ideas. For example, they share their ideas for various leadership roles and for wider curriculum opportunities. Pupils value the opportunities to contribute to school life through roles such as the ‘safe and secure’ SAS Crew and ‘playground pals’. Pupils wear high-visibility vests during outdoor play; they ensure that younger pupils have someone to play with and help resolve any friendship issues.

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

Relationships between pupils and adults are positive. Pupils are respectful towards one another and typically behave well. They appreciate the wide range of clubs, trips and enrichment opportunities available to them. These experiences help pupils develop confidence, independence and a broader understanding of the world around them.

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

Pupils enjoy learning and generally engage positively in lessons. Many are proud of their work and can talk about what they have learned across different subjects. Leaders and staff have high ambitions for pupils.

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Team inspectors:

Joanne Harrison, Ofsted Inspector Jonathan Leonard, His Majesty's Inspector

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Facts and figures used on inspection

While the curriculum is helping many pupils to learn successfully, leaders recognise that some pupils could achieve even more. Outcomes for pupils at the end of key stage 2 are improving in reading, writing and mathematics. However, there is more work to do to ensure that these recently improved outcomes are sustained over time.

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Next steps

Leaders should ensure that misconceptions are identified precisely and addressed promptly and that teaching is adapted effectively so that pupils secure essential knowledge before moving on. Leaders should ensure that pupils develop and apply foundational skills securely so that achievement becomes more consistent across the school.

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About this inspection

The chair of the board of governors in this school is Kevin Evans.

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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 (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other school leaders. The lead inspector met with governors. Inspectors also spoke with a representative from the local authority and with a school improvement partner.

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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 uses 2 unregistered alternative provisions.

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About this inspection

Headteacher: Sarah Abdulla 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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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 66% 62% Close to average

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average

2023/24 (final) 55% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 73% 75% Close to average

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average

2023/24 (final) 79% 74% Close to average

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average

2022/23 (final) 67% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 68% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 78% 74% Close to average

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average

2022/23 (final) 69% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 50% 46% Close to average

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average

2022/23 (final) 42% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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national average

2023/24 (final) 67% 62% Close to average

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national average

2022/23 (final) 50% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 50% 58% Close to average

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average

2022/23 (final) 50% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 58% 59% Close to average

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average

2022/23 (final) 50% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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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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national average

2024/25 (3 term) 4.7% 5.2% Close to average

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national average

2023/24 (3 term) 6.0% 5.5% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 9.7% 13.0% Close to average

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national average

2023/24 (3 term) 15.7% 14.6% Close to average

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national average

2022/23 (3 term) 15.6% 16.2% Close to average

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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

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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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