Chilton Bridge School

Chilton Bridge School

Address: Chilton Bridge School, Chilton Cantelo, Yeovil, Somerset, BA22 8BE Unique reference number (URN): 149220

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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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Attendance and behaviour Strong standard

Many pupils did not attend their previous schools regularly. This can be due to a range of significant experiences including trauma, high anxiety and poor mental health. Leaders set clear, high expectations for pupils’ attendance. A carefully considered transition helps pupils settle into the school. Staff get to know pupils and their families well. Together, they work collaboratively with them to help pupils overcome anxiety about attending school. This practice has resulted in some significant improvements to pupils' attendance over time.

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Attendance and behaviour Strong standard

Staff develop strong bonds of trust with pupils and their parents and carers. Pupils behave very well in school because their individual needs are very well understood and met. Consistent routines and targeted support help pupils regulate their feelings. As a result, pupils consistently demonstrate a strong commitment to their learning and show maturity and respect in classrooms. The school does not tolerate bullying. Pupils trust staff to act swiftly if concerns arise. Staff make excellent use of reflective discussions with pupils so they learn to recognise their emotions and use strategies to achieve success. Over time, this develops pupils’ sense of self-worth and belief.

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Personal development and wellbeing Strong standard

The personal development programme helps pupils to understand diversity, health and safety. The programme is responsive, when necessary, to highlight online safety or raise awareness of county lines. In addition, pupils receive appropriate relationships, sex and health education and discuss issues relating to a wide variety of topics such as puberty and the dangers of grooming. Pupils understand fundamental British values and why these are important. Pupils learn about individual differences. They respect and celebrate diversity. For example, pupils visit places of worship, such as a cathedral and mosque. This helps them learn about those from different faiths and cultures. A rich, year-long cultural calendar covers a wide range of events that help pupils to understand the wider world. For example, Black History Month and Pride Month support them in building their knowledge of fairness and equality. Pupils know the importance of treating others equally, including those with

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Personal development and wellbeing Strong standard

Many pupils attend the school with social and emotional difficulties. When they need it, pupils receive highly effective pastoral support. This is carefully designed around their individual circumstances and helps them grow in confidence. Pupils engage in a broad and varied programme of on- and off-site visits and enrichment. Pupils can learn basic first aid. They benefit from a wide range of sports, including cricket, parkour, swimming and football. A dedicated weekly trip slot gives pupils a predictable rhythm and sense of anticipation. Visits span outdoor adventure, cultural and heritage sites, creative arts, food and hospitality and animal care. Pupils receive highly individualised careers guidance, with regular one-to- one surgeries to explore their aspirations in depth. Visitors from creative industries, sport, digital technology and enterprise bring specialist knowledge directly into school, broadening

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Achievement Expected standard

Pupils have gaps in their learning or have been disengaged from school. For many pupils, attending school is a huge achievement. Pupils generally make positive progress from these low starting points. Staff prioritise building relationships and trust as soon as pupils start at school. As a result, pupils' resilience grows and they take on new challenges. The longer they stay, the more they achieve academically and gain in self-esteem. This helps them see themselves more positively as learners and prepares them well for their next steps.

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Achievement Expected standard

Pupils work towards a range of qualifications, including functional skills and GCSEs in English, mathematics and art. Many achieve success. They enjoy learning. For example, pupils enthusiastically share fieldwork where they measure river phosphate levels and study flood prevention. Leaders recognise that there is some variability in how well some pupils build their knowledge. They are taking steps to strengthen this further so that pupils' progress becomes even more consistent over time.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of curriculum quality and take appropriate action to drive further improvement. The curriculum is broad, ambitious and sequenced appropriately. It sets out the knowledge that the proprietor has identified for pupils to learn across 9 ‘pillars’ which cover subjects like mathematics or science. Generally, teachers deliver the curriculum well. They carefully plan practical and engaging ‘enterprise’ activities. These weave different areas of the curriculum together and help pupils make connections and deepen their understanding. Phonics is taught effectively, often on an individual basis. This leads to pupils reading with increased confidence as they progress through the school.

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Curriculum and teaching Expected standard

The school is proactive in reducing the many barriers pupils face. Assessment information, gathered over time, generally helps staff identify any additional learning needs. Teachers and leaders typically use this information well, alongside pupils' education, health and care plans, to spot gaps in understanding and adapt learning accordingly. Pupils receive targeted support that means they catch up quickly. However, this is occasionally not as precise as it could be, which can limit how well pupils build their knowledge over time.

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Inclusion Expected standard

Leaders take time to get to know pupils before they join the school. Staff build trusting relationships during the school's 'connect and relate' phase. This helps pupils settle in, make friends and concentrate on their learning. As a result, they soon feel valued and included. Vulnerable and disadvantaged pupils receive targeted support matched to their needs. Leaders identify barriers to learning and take effective action to review every pupil's education, health and care (EHC) plan. Staff typically deliver bespoke, ambitious curriculums matched to pupils’ individual needs and EHC goals. Staff break targets down into small, achievable 'milestones' to support progress from each pupil's starting points. Leaders work closely with specialists, such as therapists and alternative providers who have supported pupils previously. Targeted use of alternative provision helps motivate pupils to attend and has had a positive impact on overall attendance. The school plans and evaluates

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Inclusion Expected standard

its therapeutic support. Staff receive suitable training to meet pupils' learning needs effectively. For example, they provide high-quality help with social, emotional and mental health needs, which eases pupils' anxieties about school and equips them with strategies to manage their emotions and behaviour.

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Leadership and governance Expected standard

The proprietor has established a rigorous system of oversight and quality assurance of the school’s provision. Clear systems are in place to closely monitor these. As a result, the school meets all the independent school standards. The proprietor ensures that decisions are carefully considered, reflective of the school's context and centred on pupils' needs. Leaders are committed advocates for all pupils. They hold a deep knowledge of their individual circumstances. Leaders understand the community well and know the challenges pupils and families face. They understand the school's strengths and have identified appropriate priorities for further development. Leaders recognise that more precise monitoring and evaluation are needed to fully assess the effectiveness of curriculum and teaching and to identify where further strengthening is required.

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Leadership and governance Expected standard

Leaders foster a culture where everyone is valued and welcomed. Staff work as a cohesive and supportive team. An overwhelming majority are proud to work at the school. Staff feel that leaders are approachable and recognise the importance of their wellbeing. Staff receive regular professional development, including safeguarding updates. They benefit from coaching and modelling, which helps them carry out their roles effectively. Regular training helps staff to understand pupils’ barriers to learning, make adaptations and deliver the curriculum well. Leaders cultivate effective partnerships with the wider community and external professionals. Many parents and carers hold the school in high regard.

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Post 16 provision Expected standard

Leaders secure knowledge of students allows them to create a curriculum based on their starting points. The school provides an inclusive post-16 provision. Teachers typically implement the curriculum effectively. The school prepares students well for adulthood. They learn about important life skills, such as using public transport and cooking. Students talk with pride about their experiences. The school’s work on developing aspirations for them means that many students are clear about potential career paths.

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Post 16 provision Expected standard

Students’ work shows that, over time, they achieve well. Leaders ensure that staff usually teach the curriculum well. Staff carefully monitor students' progress and achievement through a range of approaches to assessment. Teachers identify those students who continue to require further guidance in English and mathematics. Well-targeted support helps these students to learn the basic skills that so many lack on entry to the school. This enables them to achieve a variety of qualifications or move to apprenticeships. Students are well prepared for their next step of education, employment or training. This is reflected in the positive destinations they move on to after leaving the school.

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

All pupils have special educational needs and/or disabilities. Many arrive at the school with often significant histories of educational difficulty, trauma and disengagement. For many, Chilton Bridge represents a genuine turning point. Typically, pupils achieve well from their starting points and are fully included in all aspects of school life.

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

The school's ethos is based on a relational approach. This helps all pupils to behave consistently well. Staff build trusting relationships with pupils based on mutual respect and understanding. Pupils share their feelings, which, in turn, helps them modify their behaviour. They learn about fundamental British values and embrace difference. The environment is one in which pupils feel safe, fostering respect. As a result, pupils feel comfortable expressing themselves in a variety of ways. Bullying is rare. Pupils have trusted adults that they can talk to if they have any worries. Pupils' behaviour and resilience improve the longer they attend the school.

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

Staff successfully use a variety of strategies to help pupils overcome any barriers to learning that they may have. Improving pupils’ self-esteem and sense of self-worth is very much a central part of the school’s curriculum offer. Pupils learn to embrace their uniqueness and build their self-esteem. Most pupils value their time at school and demonstrate positive attitudes to learning. Pupils gain a sense of achievement and pride in their work.

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

Preparation for adulthood is well aligned to individual pupils’ needs. Pupils have access to a rich, coherently planned set of experiences that develop their character and promote managed risk-taking, many for the first time. They take part in the Duke of Edinburgh's Award scheme and benefit from enrichment activities such as cooking in restaurants, graffiti workshops, jewellery-making and talks from industry role models.

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Next steps

Leaders should ensure that all staff consistently use assessment to identify important gaps in pupils’ knowledge, so that these can be addressed swiftly. Leaders should enhance their checks on the impact of improvement strategies and use those findings to secure sustained improvement.

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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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Independent school standards

Independent school standards are either met or not met for each category. Inspectors spoke with the executive headteacher, the head of school, other senior leaders in school and executive leaders from the proprietor body 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 specifically caters for pupils with attention deficit hyperactivity disorder; autism; social, emotional and mental health needs; and speech, language and communication difficulties.

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Independent school standards

The name of the proprietor is Spaghetti Bridge.

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Independent school standards

The chair of the proprietor body is Stephen Bradshaw.

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Independent school standards

The fees currently charged are £64,763 per year.

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Independent school standards

The email address for the school is admin@chiltonbridgeschool.co.uk.

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Independent school standards

The school currently uses 3 unregistered alternative provisions.

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Independent school standards

The school address is Chilton Bridge School, Chilton Cantelo, Yeovil BA22 8BE

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Independent school standards

The school is registered to admit 130 pupils, with 123 pupils currently on roll.

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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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Independent school standards

3. Welfare, health and safety of pupils Standards met

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Lead inspector:

Gavin Summerfield, His Majesty's Inspector

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Team inspectors:

Tracy Hannon, Ofsted Inspector Jason Edge, His Majesty's Inspector

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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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