Tor Bridge High

Tor Bridge High

Address: Miller Way, Estover, Plymouth, Devon, PL6 8UN Unique reference number (URN): 137206

p.1

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.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Leadership and governance Strong standard

New leadership has quickly brought about sweeping improvements to the school. The day- to-day experiences of pupils and staff have been revitalised. Pupils arrive at the school gate optimistic about what the day will hold. This is reflected in their rising attendance and increasingly mature and respectful behaviour. Staff recognise the speed and depth of the improvements that the new leaders have helped them to secure through their positive insistence on high standards for all.

p.2

Leadership and governance Strong standard

The trust provides highly effective support to leaders, enabling them to focus on improving outcomes. Trust leaders develop resources precisely matched to the school’s needs. This adds value, for example, by helping to improve the attendance of pupils who are severely absent. The local governing board has a deep understanding of the school’s context. Governors benefit from high-quality training that helps them to hold leaders to account.

p.2

Leadership and governance Strong standard

Leaders have established a culture of professional ambition among staff. Leaders’ mantra is ‘Keep it simple, execute it brilliantly’. This has helped staff to focus on what matters most and reduced workload. There is a strong moral purpose to leaders’ improvement activities, which are consistently designed to improve the outcomes and experiences of disadvantaged pupils and those with special educational needs and/or disabilities. External professionals who work with the school recognise its inclusive ethos.

p.2

Achievement Expected standard

Pupils have not achieved as well as they should in the past, but leaders have brought about significant improvements quickly. Achievement is now similar to national averages. The number of disadvantaged pupils gaining strong GCSE passes in both English and mathematics has improved dramatically. For many pupils, their personal circumstances mean that they face multiple disadvantages. The school helps pupils to overcome disadvantages and gain the qualifications pupils need for their next steps. Almost all pupils have a placement in education, training or employment to go on to.

p.2

Achievement Expected standard

Pupils, including those accessing the school’s specially resourced provision for pupils with special educational needs and/or disabilities, improve their spoken language skills successfully. Pupils make impressive progress from their starting points in mathematics and produce high-quality work. Reading and writing skills improve steadily. Leaders plan to accelerate pupils’ progress in literacy further through a renewed focus on targeted work to support pupils to secure the basics of reading and writing.

p.2

Attendance and behaviour Expected standard

Pupils’ attendance remains below the national average. However, new leaders have secured widespread improvements. Staff in the school’s 'Attendance Hub' are relentlessly focused on positive communication with families and removing the barriers to regular school attendance. It is still the case that disadvantaged pupils miss too much school, but this is changing. These pupils receive tailored support as part of focus groups which show a consistently positive impact.

p.3

Attendance and behaviour Expected standard

Leaders have brought about rapid improvements to behaviour. Pupils appreciate that the school’s high expectations, impressed upon them through every routine and interaction, reflect the school’s care and aspirations for them. Many pupils meet the school’s expectations consistently. As a result, the experiences of pupils and staff in the classroom are much improved. Examples of bullying or unkindness are uncommon due to the positive environment that staff create.

p.3

Attendance and behaviour Expected standard

Pupils who have difficulties managing their behaviour receive support from the school’s pastoral, academic and ambition 'hubs'. This is helping to reduce the risk of suspension and the need for alternative provision later. The school adapts its approach to behaviour for pupils with special educational needs and/or disabilities but maintains high expectations. Leaders work with other schools in the trust to provide alternatives to suspension. This helps to keep pupils safe and in attendance while they reflect on their behaviour.

p.3

Curriculum and teaching Expected standard

Leaders and staff are clear about what effective teaching looks like at Tor Bridge High. Teaching approaches are closely matched to the needs of the pupil population. Leaders have worked positively with staff to bring about rapid improvements and reverse a decline in pupils’ achievement. Across the curriculum, pupils are supported to rehearse and try out their skills before showing what they can do on their own. Teachers consistently check that pupils with barriers to their learning understand the curriculum content and can complete their work successfully.

p.3

Curriculum and teaching Expected standard

In all subjects, teachers pick out vocabulary for pupils to learn and draw attention to this. Pupils are exposed to many new words each day, and this lends confidence to their subject knowledge and writing. Reading and sharing books together is a regular feature of the school day. Pupils engage with a rich range of high-quality texts. The school's thriving reading culture, underpinned by effective use of the library, promotes reading for pleasure. Pupils whose reading and writing skills need development receive effective support, and this helps them to close the gap. Leaders are ambitious to secure more rapid progress for these pupils and are taking steps to increase the precision of this support. Pupils would benefit from greater opportunity to deepen their learning and further develop their confidence as speakers through discussion.

p.3

Inclusion Expected standard

Leaders have reduced the use of alternative provision, investing instead in early intervention. Expert staff in the school’s new ‘Ambition Hub’ motivate pupils to engage positively with school. This is leading to improved attendance and fewer behaviour incidents for pupils who find it hard to engage with school. The school continues to offer alternative provision where pupils need this to stay in education. Leaders maintain careful oversight of this provision.

p.3

Inclusion Expected standard

Additional funding for disadvantaged pupils is used to support the work of staff teams focused on specific barriers to learning, such as attendance. Staff in the school’s ‘Attendance Hub’ work positively with families to identify the ‘push and pull’ factors that affect pupils’ feelings about coming to school. As a result of their caring and relentless work, pupils with vulnerabilities are attending more and therefore achieving more.

p.4

Inclusion Expected standard

Transition arrangements for pupils joining the school are designed so that the school can identify and meet pupils’ needs from the outset. The site is adapted for pupils with disabilities. Year 7 pupils benefit from the close attention of English subject staff during their first year. This means that any gaps in language and communication are identified quickly. The school addresses these gaps increasingly well.

p.4

Inclusion Expected standard

The school includes a resourced provision for pupils with speech, language and communication needs, including developmental language disorder. These pupils make significant gains, for example extending their language skills to the extent that they can take a lead on activities and events in school.

p.4

Personal development and wellbeing Expected standard

Leaders play a leading role in a city-wide initiative to support pupils with special educational needs and/or disabilities to transition from the primary to the secondary phase successfully. Through effective careers education and long-term planning, the school has dramatically reduced the number of pupils who leave the school without a clear onward placement in Year 11 and in Year 13.

p.4

Personal development and wellbeing Expected standard

Staff have a secure understanding of the local labour market, including ambitious opportunities in design, technology and engineering. Pupils are actively encouraged to consider apprenticeships with companies who can support their future plans. Through links with employers, pupils receive interview support and mentoring, which helps them to identify and secure training placements.

p.4

Personal development and wellbeing Expected standard

Leaders have recently reshaped the way the school supports pupils. Specialist staff teams work out of a series of ‘hubs’, which provide pastoral care and help to reduce barriers to success, such as poor attendance or behaviour difficulties. This way of working has quickly made a big difference for many pupils. Staff work together often, pooling their knowledge of the challenges faced by pupils to make sure they receive the right support in a timely way.

p.4

Personal development and wellbeing Expected standard

Pupils develop confident knowledge of relationships, sex and health. They learn how to be safe online and in the community. Pupils generally develop tolerant attitudes, informed by the school’s teaching of how characteristics such as gender and race are protected by law. There are opportunities for pupils to participate in democratic processes, such as elections. However, pupils do not acquire detailed knowledge of British institutions, such as Parliament, and how laws are made and then upheld through the court system. There has been a rapid expansion in the scope of the school’s extra-curricular offer. The school works with pupils to identify the talents and interests they would like to develop and puts on clubs matched to their preferences. Ambitious opportunities such as the Duke of Edinburgh's gold award are supported. Leaders engage proactively with community groups to bring enrichment opportunities into the school.

p.4

Post-16 provision Expected standard

Leaders have recently reshaped the sixth-form curriculum, considering what other local providers offer. Programmes of study typically include A levels and applied and technical courses. The progress that students make in the sixth form improved in 2025, reflecting the wider improvements that leaders have made to teaching. Attainment is usually similar to national averages and sometimes above, such as in technical courses.

p.5

Post-16 provision Expected standard

Teaching is adapted to support a high proportion of students with special educational needs and/or disabilities. Leaders have a sharp understanding of where teaching could be improved further and are supporting staff to develop consistently effective practices.

p.5

Post-16 provision Expected standard

Students and their families recognise that the sixth form is well led. They highlight growth in ambitious opportunities such as elite coaching provided through the Basketball Academy and the chance to visit New York in Year 12. Parents and carers point to these as powerful experiences that have opened students’ eyes to the wider world and helped to build their confidence at the gateway to adulthood. An effective careers programme helps to ensure that students identify the right next step for them, making the most of local opportunities. The number of students leaving without a placement in education, training or employment fell to zero in 2025.

p.5

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

The school is serious about its core values of courage, love and ambition. These are brought to life for pupils in their everyday interactions with staff. Pupils are greeted warmly as they arrive for school, and they have learned to respond in kind. This gives them confidence which they carry with them into conversations with people they have not met before. Pupils are reminded every day about the importance of attending well and aiming high. Their achievements, both in and out of school, are recognised and rewarded. For example, pupils with significant sporting achievements wear a distinctive tie and act as sports leaders.

p.5

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

Pupils’ achievement has improved rapidly thanks to some agreed teaching approaches, combined with pupils’ improving attendance. Generally, pupils with barriers to their learning receive the support they need in class to learn well. Those with special educational needs and/or disabilities are fully included in the life of the school and very often thrive. The school provides specialist support for pupils with speech, language and communication difficulties. These pupils learn successfully alongside their peers and participate in events.

p.5

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

Pupils, including students in the sixth form, recognise that their day-to-day experiences in school have improved dramatically in a short space of time. Behaviour in classrooms and around the school is usually positive. Any disruption to learning is managed well. Bullying is uncommon, and pupils note that better controls over mobile phones have meant that examples are now less likely.

p.5

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

The extra-curricular offer has been expanded and includes some ambitious opportunities. For example, students in the sixth form gain new confidence through a school trip to New York. Pupils of all ages benefit from elite sports coaching through the school’s Basketball Academy. Another distinctive feature of the school is its reputation for engineering. The school uses this to build connections with employers, supporting pupils into ambitious careers in design, technology and engineering.

p.6

Next steps

Leaders should continue to strive for above-average outcomes by ensuring that the curriculum is taught consistently well, taking full account of any gaps in pupils’ knowledge or skills. Leaders should build on the improvements they have made to attendance and further reduce persistent absence among disadvantaged pupils. Leaders should ensure that the personal development programme helps pupils to acquire and remember detailed knowledge so that they are very well prepared for the responsibilities of adult life.

p.6

About this inspection

This school is part of the Ted Wragg Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Moira Marder, and overseen by a board of trustees, chaired by Andrew Mulcock.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspectors spoke with the headteacher, members of the senior leadership team, the deputy CEO, executive leaders from the trust, members of the board of trustees and the local governing board, including the chairs of each.

p.6

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.

p.6

About this inspection

Inspectors were aware during this inspection of a serious incident involving a child who used to attend this school that had occurred since the previous inspection. While Ofsted does not have the power to investigate incidents of this kind, actions taken by the school in response

p.6

Team inspectors:

Jonty Archibald, Ofsted Inspector Richard Barnes, Ofsted Inspector Chris Challis, Ofsted Inspector Dan Chapman, Ofsted Inspector

p.7

Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 21 April 2026

p.7

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.

p.7

What does this mean?

National average: 1,067 to the incident were considered alongside the other evidence available at the time of the inspection to inform inspectors’ evaluations.

p.7

What does this mean?

The school includes specialist provision for 10 pupils with speech, language and communication needs.

p.7

What does this mean?

The school currently makes use of 6 unregistered alternative provisions.

p.7

What does this mean?

Since the previous inspection, there have been significant changes to the leadership of the school. The headteacher joined the school in January 2024 and the school joined the trust in July of the same year.

p.7

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.

p.8

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.8

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.

p.8

What does this mean?

The proportion of pupils with reported special educational needs support at the school. National average: 13.4%

p.8

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.

p.9

What does this mean?

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

p.9

What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

p.9

English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

p.9

national average

2024/25 (revised) 41.8% 45.4% Close to average

p.9

national average

2023/24 (final) 46.2% 45.9% Close to average

p.9

Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.10

national average

2023/24 (final) 44.2 45.9 Close to average

p.10

Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.10

national average

2023/24 (final) -0.11 -0.03 Close to average

p.10

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.

p.10

Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

p.10

national average

2024/25 (revised) 30.0% 25.8% Close to average

p.10

national average

2023/24 (final) 30.8% 25.8% Close to average

p.10

Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.11

national average

2024/25 (revised) 33.3 34.9 Close to average

p.11

national average

2023/24 (final) 36.6 34.6 Close to average

p.11

Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.11

national average

2023/24 (final) -0.71 -0.57 Close to average

p.11

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.

p.11

Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

p.11

Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.12

Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.12

Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

p.12

A-level average point score

The average points that students achieved per A-level entry.

p.13

national average

2024/25 (revised) 33.21 34.99 Close to average

p.13

national average

2023/24 (final) 31.67 34.38 Close to average

p.13

national average

2022/23 (final) 32.11 34.16 Close to average

p.13

A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

p.13

national average

2024/25 (revised) 0.0 0.0 Close to average

p.13

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.

p.13

Persistent absence

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

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

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.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.14

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

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 .

p.15

Urgent improvement

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

p.15

Urgent improvement

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

p.15