Bridge School Malvern

Bridge School Malvern

Address: Unit 2, Hanley Workshops, Hanley Road, Hanley Swan, Worcestershire, WR8 0DX Unique reference number (URN): 142833

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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 Strong standard

Many pupils with special educational needs and/or disabilities join this school having had a negative experience of education. A significant marker of their success at this school is the evident increase in most pupils' willingness and motivation to engage with school life and learning.

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Achievement Strong standard

Once re-engaged with school, pupils are supported to gain functional skills and vocational qualifications. This gives them the basic foundational knowledge they need for life and work, and a meaningful pathway towards a future career.

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Achievement Strong standard

Pupils complete study programmes that enable them to gain qualifications that align with their interests and aptitudes. They develop their communication and social skills substantially and gain valuable experiences in workplace environments. By the time they leave, pupils are extremely well prepared for their next steps. This is reflected in the high proportion that go on to further education and training and stick at it through to success.

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Attendance and behaviour Strong standard

Most pupils’ attendance improves considerably when they come to this school. This is due to the school’s impressive work to re-engage pupils with learning through a curriculum and approach that meets their special educational needs and/or disabilities. Leaders track attendance carefully and work with agencies, such as social care, to support families to overcome barriers to pupils' regular school attendance. In most cases, this work is highly successful.

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Attendance and behaviour Strong standard

The progress pupils make in improving their behaviour is remarkable. There are 2 significant factors behind this. First, the calm, supportive, patient way staff treat pupils and make expectations clear. Second, the engaging and purposeful curriculum that motivates pupils to get excited about learning and what they can achieve. During this inspection, pupils talked with confidence and enthusiasm about a whole range of projects. These positive attitudes to school also show in the way pupils support one another and respect staff and visitors. The school is an orderly and pleasant place to be.

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Attendance and behaviour Strong standard

The school’s policies for promoting positive behaviour are implemented with effective consistency by staff. For instance, staff teach pupils about safe, respectful behaviour and the harmful consequences of bullying and discrimination, including online. Pupils respond very well to this and learn how to cope in group situations. For many, this is significant progress.

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Curriculum and teaching Strong standard

The school provides a very distinctive curriculum. It is heavily geared towards outdoor learning, practical learning and vocational studies. Alongside this, the school offers functional skills pathways in the core subjects of English, mathematics and science. Leaders and staff are crystal clear that the purpose of this curriculum is to equip pupils to pursue further vocational training when they leave. In this respect, the curriculum and teaching are highly successful.

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Curriculum and teaching Strong standard

From animal care to horticulture and from cycle maintenance to printing, well-qualified staff teach with expertise, energy and patience. They are calm and encouraging and, over time, give pupils the self-belief and knowledge they need to succeed.

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Curriculum and teaching Strong standard

The school also emphasises the importance of functional literacy and numeracy skills. To this end, all pupils follow well-sequenced programmes of learning that are pitched at the right level for them. For example, anyone who needs help to catch up with reading receives tailored support. The school is similarly attentive to pupils’ speaking and listening skills. Staff encourage pupils to share ideas and speak up in group situations.

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Curriculum and teaching Strong standard

Leaders have an extremely well-informed understanding of the school’s curriculum, and its impact on pupils’ attitudes, learning and opportunities. Through regular review and refinement, driven by high ambitions for pupils, leaders ensure the curriculum remains consistently high quality and meets pupils' needs and aspirations.

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Inclusion Strong standard

The school is highly effective at identifying and meeting pupils’ special educational needs and/or disabilities. During the admissions process, leaders find out as much as they can about pupils to make sure this school is the right place for them. This attentive approach at the start, coupled with the staff's expertise, means that most placements are very successful.

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Inclusion Strong standard

Staff routinely adapt lessons and provide personalised support so that every pupil can achieve their best. Staff are quick to spot any potential barriers to pupils' learning and find ways around them. For example, staff use short simple techniques at the start of lessons to make pupils think, get them engaged and build rapport. Leaders gather lots of information about how well pupils are doing. They seek input from other professional agencies, such as speech and language specialists and social care. They then use this information to shape future staff learning programmes to ensure that provision is consistently tailored to meet each pupil's needs.

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Inclusion Strong standard

Regular staff training and updates from leaders, including guidance on how to support specific needs, help to drive an inclusive and ambitious culture. Any use of alternative provision is chosen carefully to support pupils’ interests, needs and aspirations.

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Inclusion Strong standard

The school has a suitable accessibility plan that meets the requirements of schedule 10 of the Equality Act 2010

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Leadership and governance Strong standard

School leaders have successfully realised their vision and ambitions for this school. They have developed a highly distinctive and effective curriculum that puts pupils on pathways to brighter futures. Leaders’ evaluative approach means that school improvement actions target the right things and have marked positive impact. The school's offer has strengthened over time. This is because everyone has a very clear understanding of what the curriculum is aiming to achieve, and all play their part in making it work to best effect. Leaders at every level make sure staff are supported to do their very best for pupils. For instance, there is a professional learning programme and regular team meetings that ensure effective practice is shared and staff learn from others. Staff appreciate this and report high levels of job satisfaction. They work hard and feel encouraged by the supportive workplace culture. Parents and carers are also very

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Leadership and governance Strong standard

appreciative of the school’s work, with many commenting warmly on the very positive impact of the school on their children and family life in general.

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Leadership and governance Strong standard

The Bridge School governing board provides proprietor oversight. Governors have highly relevant and helpful backgrounds and expertise. They fulfil their statutory duties, know the school extremely well and have established reliable systems for oversight. Leaders, including governors, ensure that the independent school standards continue to be met and make decisions in the best interests of pupils.

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Personal development and wellbeing Strong standard

Pupils make huge strides forwards in their personal development at this school. Pupils’ strong progress in this aspect is a key factor in their progress across all other aspects of their school lives.

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Personal development and wellbeing Strong standard

When pupils first start, most struggle to communicate and to cope in social situations. This school changes that. The well-trained staff do much to support pupils to understand themselves and others and to express themselves with increasing confidence. In doing so, they help pupils to overcome anxiety, develop empathy and understand right and wrong.

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Personal development and wellbeing Strong standard

There is an extensive personal development programme. Through this, pupils learn how to manage different situations in constructive and healthy ways. The school’s relationships and sex education programme is appropriate and supported by expert input from medical professionals.

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Personal development and wellbeing Strong standard

Beyond lessons, social times, clubs and trips make a significant contribution to pupils’ wellbeing and outlooks on life. Lunchtimes, for example, are relaxed, conversational times, when pupils enjoy one another’s company, show good manners and an awareness of social cues. Outside, organised team games promote collaboration and teamwork. For those who would rather do something else, they can take part in clubs, play board games or ‘walk and talk’, when they can chat with an adult about anything that is on their mind. All interactions between adults and pupils, no matter how fleeting, are constructive and help pupils to grow in positive ways.

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Personal development and wellbeing Strong standard

Similarly, school trips are planned deliberately to support and develop pupils’ independence and resilience. These range from trips to the local shops to a residential stay on a farm. In addition, participation in art, music and sport builds cultural appreciation. Pupils can talk about what fundamental British values mean to them and have a voice in making decisions in school. For example, when planning trips or choosing a charity to support. The school’s commitment to a vocational curriculum means that all pupils benefit from high- quality careers guidance, which is enhanced by extensive links with colleges and employers, and opportunities to volunteer in the community.

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Post-16 provision Strong standard

The vocational curriculum, which is a strong thread through the rest of the school, shines out in the sixth form as a notable strength.

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Post-16 provision Strong standard

There are 4 main vocational pathways: retail, manufacturing, printing and catering. Each pathway is supported by a dedicated vocational area on site, for example a print shop and cycle workshop. These are staffed by adults with strong subject expertise and knowledge of students’ special educational needs and/or disabilities. Students show high levels of engagement. They apply themselves in a disciplined manner and can sustain concentration. Their onsite learning is greatly enhanced by an extensive range of work experience placements. These range from work in care homes and cricket clubs to landscaping and restaurants. Wherever students’ interests lie, the school finds placements that suit them.

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Post-16 provision Strong standard

In addition to vocational studies, students have opportunities to volunteer in the community and to participate in enrichment activities. Both these options widen their interests and require them to take responsibility. During this inspection, for example, students were planning a trip to a local agricultural show and deciding which activities to focus on.

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Post-16 provision Strong standard

Because of the sixth-form’s purposeful attention to students’ life skills and career ambitions, the majority of students achieve much and progress to successful employment or training.

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

Being a pupil at this special school means being part of a very supportive community, where everyone is valued and can succeed. From the moment a pupil joins, staff take time to understand their special educational needs, strengths and interests. This helps pupils to feel understood and accepted.

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

The school is different from many others. This is because a lot of learning is practical, hands-on and often takes place outdoors. Pupils have opportunities to learn in a wide range of curriculum areas, such as animal care or cycle maintenance, while also improving their English, mathematics and science. Lessons are carefully adapted so that everyone can take part and achieve. Staff are patient, encouraging and highly skilled at helping pupils overcome barriers to learning. In class and through practical activities, pupils work towards qualifications that match their interests. They gain valuable experiences through vocational learning and many workplace opportunities.

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

Notably, life at the school is about much more than lessons. There are clubs, team games, trips and opportunities to volunteer in the community. In everything, pupils are supported to aim high and think positively about their futures and prospects. During their time here, pupils become more confident and engaged. Their attendance and behaviour improve significantly because they enjoy school and are motivated by the curriculum. Pupils learn to understand their emotions, manage anxiety and build positive relationships. This helps pupils to communicate their ideas, work with others and develop important social skills. They are extremely well prepared for their futures when they leave.

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

Pupils know that bullying and unkind behaviour are not tolerated in school. This makes them feel safe. Through lessons and everyday interactions, they learn about respect, kindness and how to resolve difficulties constructively. Pupils know that staff treat them fairly and support them to be the best version of themselves. This makes the school a happy, welcoming place, where pupils feel that they belong and thrive.

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Next steps

The proprietor and school leaders should continue to sustain the effectiveness of their work in all areas.

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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 headteacher, other leaders, governors, staff and pupils. They visited lessons in different subjects, looked at pupils’ work and spoke with pupils about their learning, school life and plans for the future.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

All pupils who attend the school have special educational needs and/or disabilities and have an education, health and care plan. The school specialises in supporting pupils with social, emotional and mental health needs and those who have autism.

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About this inspection

The school is based on 2 sites about 3 miles apart. The school uses 5 alternative providers.

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About this inspection

The proprietor of the school is The Bridge School Malvern board of governors. The chair of the proprietor body is Sarah Slater.

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About this inspection

The school’s email address is: enquiries@bridgeschoolmalvern.org

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Independent school standards

Independent school standards are either met or not met for each category. Headteacher: Sue Hornby

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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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Independent school standards

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

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Independent school standards

5. Premises of and accommodation at schools Standards met

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Independent school standards

6. Provision of information Standards met

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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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Pupils with special educational needs (SEN) support

7. Manner in which complaints are handled Standards met

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Pupils with special educational needs (SEN) support

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

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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. 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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