Bridgemary School

Bridgemary School

Address: Wych Lane, Bridgemary, Gosport, Hampshire, PO13 0JN Unique reference number (URN): 138437

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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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This school requires significant improvement

His Majesty’s Chief Inspector is of the opinion that this school requires significant improvement because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform.

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Attendance and behaviour Needs attention

Too many pupils, including disadvantaged pupils, do not attend school as often as they need to. These pupils develop significant gaps in their academic knowledge and skills as a result. They do not benefit from the school's provision as much as they should, including the most vulnerable pupils. Leaders have an appropriate plan in place to reduce absence. Staff monitor absence carefully. Leaders know the pupils well and help pupils to manage any concerns at the start of the day. Consequently, overall attendance is improving. However, persistent absence remains too high. Leaders recognise that there is more to do to ensure that pupils attend school more frequently.

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Attendance and behaviour Needs attention

Behaviour has improved over time. Leaders have put clear behaviour expectations and routines in place throughout the school. Having been high previously, suspensions are now falling. Leaders are taking appropriate action to reduce how often pupils with special educational needs and/or disabilities are suspended.

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Attendance and behaviour Needs attention

Pupils are generally polite and show respect towards others. Classrooms are orderly and positive. Cases of bullying or unkind behaviour are rare. When they do happen, staff respond quickly and deal with them effectively. Each year, a number of pupils join the school after the start of the academic year. Some find it hard to meet the school's high expectations for attendance and behaviour. Staff work closely with these pupils to help them to adapt successfully.

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Curriculum and teaching Needs attention

Teachers' delivery of the curriculum is inconsistent. There are variations in how well they check pupils' understanding of key knowledge and skills and use this to inform future learning. As a result, pupils have gaps in their understanding that are sometimes left unresolved. Pupils who are higher attaining are not routinely given work that is sufficiently challenging.

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Curriculum and teaching Needs attention

Pupils currently spend fewer than 32.5 hours in school each week. This limits their learning of the curriculum.

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Curriculum and teaching Needs attention

Leaders ensure that the curriculum is broad and organised well. Teachers generally have secure subject knowledge. However, this is not reflected consistently through their classroom practice. Teachers understand the needs of pupils with special educational needs and/or disabilities and, typically, make suitable adjustments to support these pupils' learning. However, this approach is less consistent for disadvantaged pupils. Teaching does not always meet the needs of these pupils effectively, which can hinder their learning.

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Curriculum and teaching Needs attention

Leaders understand the strengths and areas for improvement in teaching and the curriculum. They have identified the appropriate steps for further development. Leaders have implemented a suitable training plan to help teachers improve their practice. However, this work is at an early stage, and it is not yet possible to see its full impact.

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Inclusion Needs attention

Leaders' work with disadvantaged pupils is not precise enough. Support for these pupils does not always help them to achieve. Leaders have an accurate understanding of the need to improve the support for these pupils and make better use of the additional funding that the school receives.

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Inclusion Needs attention

The school is committed to inclusion. Staff know the needs of pupils with special educational needs and/or disabilities (SEND). This is because leaders have recently prioritised this work. They have put systems in place to identify and communicate the needs of these pupils to staff. As a result, staff understand the barriers that can affect these pupils' learning and wellbeing. Support is now put in place more quickly for pupils with SEND.

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Inclusion Needs attention

Staff work closely with families to understand the needs of pupils with SEND. The school's work with external agencies makes sure that pupils with SEND who need it get the right help and timely support.

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Inclusion Needs attention

Leaders and staff understand the challenges that some pupils face. They make sure that pupils who are looked after are well supported. Because of this, these pupils feel included and gain a sense of belonging. Leaders use alternative provision sparingly and appropriately. They check on the progress, learning and wellbeing of pupils who attend these provisions often.

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Leadership and governance Needs attention

Leaders have not acted swiftly enough to embed the changes necessary since the previous inspection. As a result, the curriculum is not implemented consistently well. This leads to pupils having gaps in their knowledge that undermine their progress. Similarly, leaders have not reduced persistent absence as much as is necessary to ensure that all pupils achieve as well as possible.

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Leadership and governance Needs attention

Despite this, leaders and those responsible for governance now have an accurate understanding of the school's strengths and what needs to improve. Trustees fulfil their statutory responsibilities with more rigour. Leaders' plans to move the school forward are grounded in pupils’ best interests. The oversight of the school's wider leadership has recently been strengthened. This is enabling support and challenge to have greater precision and urgency. School leaders have responded positively, and plans are now in place to move the school forward at a faster pace. Although the full impact of recent changes is still emerging, they are beginning to make a positive difference to the school.

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Urgent improvement

Staff benefit from an increasingly wide range of professional learning opportunities. These are linked to the school's priorities around teaching quality, inclusion and safeguarding. Staff morale is positive. Most staff are proud to work at the school. Leaders manage workload sensibly so that staff feel well supported.

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Personal development and wellbeing Needs attention

At key stage 4, pupils' wider education, including learning about staying safe and healthy relationships, is not taught as consistently as it is for pupils in key stage 3. As a result, their knowledge of these important aspects is less well developed, and they are not as well prepared for their futures as they should be. Pupils with prolonged absence do not receive the same personal, social, health and economic (PSHE) education as their peers. Leaders know they have work to do in these areas.

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Personal development and wellbeing Needs attention

The school has a caring and respectful ethos. This helps pupils understand the importance of treating others with kindness. Pupils learn how to be tolerant and respectful of others. They benefit from a wide range of personal development activities and learning experiences. They also learn about citizenship, including democracy and the rule of law. However, some pupils are not able to show a secure understanding of all aspects of this learning.

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Personal development and wellbeing Needs attention

The school offers a wide range of opportunities beyond the classroom. Pupils enjoy taking part in clubs such as chess, basketball, athletics and drama. They speak with excitement about their upcoming residential trip to Belgium. Leaders ensure that pupils with additional barriers can take part in these activities. Some pupils take on extra responsibilities, for example as pupil librarians and ‘gold tie’ leaders. However, pupils are keen to have more opportunities to share their ideas about the school.

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Personal development and wellbeing Needs attention

Leaders place a high priority on pupils’ wellbeing and pastoral care. They keep a close watch on vulnerable pupils and ensure that support is there when needed. Pupils are confident that staff care about them and will help them when concerns arise.

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Personal development and wellbeing Needs attention

Pupils benefit from effective careers guidance that helps them learn about future pathways and make informed choices about their next steps.

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Achievement Urgent improvement

Pupils do not achieve as well as they should. This means that they are not sufficiently prepared for their next steps. Pupils’ results in national tests have been significantly below national averages for several years. This is the case across most subjects and pupil groups, including those pupils with special educational needs and/or disabilities. Pupils who are disadvantaged do not achieve the qualifications they need. The achievement gap between disadvantaged pupils and other pupils nationally has widened.

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Achievement Urgent improvement

The achievement of current pupils across the curriculum is uneven. In some subjects, pupils produce work of a higher standard that shows secure knowledge. However, when the work requires more detailed written responses, the standard and accuracy of pupils’ work is often of a poor quality. Too often, gaps in pupils' knowledge mean they lack the foundations they need to progress with their learning.

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Achievement Urgent improvement

Leaders’ actions to improve pupils’ achievement have been too slow. Pupils do not learn the intended curriculum well. This limits their readiness for the next stage of education, employment or training.

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

Pupils at this school do not achieve as well as they should. Across different subjects, they do not make sufficient progress. Changes to the curriculum have not happened swiftly enough to have a positive impact on pupils' achievement. As a result, many pupils move to the next stage of education without the knowledge and understanding that they need.

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

While the school's curriculum is appropriate, the quality of teaching that pupils experience varies. Pupils are not always encouraged to achieve as well as they could. Misconceptions and gaps in pupils' learning are not resolved systematically. Higher-attaining pupils are not always challenged sufficiently, and support for disadvantaged pupils does not reduce barriers to their learning consistently. Recent changes to the curriculum and improvements in provision for pupils with special educational needs and/or disabilities are beginning to improve pupils' access to learning and outcomes.

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

Many pupils join the school during the academic year or have low attendance. Systems to help these pupils catch up are not fully effective, particularly for disadvantaged pupils. As a result, these pupils often do not secure the knowledge and skills that they need to be successful.

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

Pupils are happy at Bridgemary School. They have positive relationships with staff and each other. Effective pastoral support helps pupils manage challenges and feel safe. Bullying is uncommon and dealt with swiftly, when necessary. Pupils value the close-knit nature of the school, where kind and respectful behaviour and acceptance of difference are evident. Pupils know who they can turn to if they are worried or if they need support.

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

Pupils enjoy a range of of enrichment opportunities that help to broaden their experiences, including residential visits, clubs and workshops. They appreciate the school recognising their achievements. Careers education, information, advice and guidance support pupils in planning their future pathways.

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Next steps

Leaders must make sure that pupils' attainment increases by the end of key stage 4 so that pupils are better prepared for their next stage of education, employment or training. Leaders should continue to refine their attendance strategy, particularly for vulnerable pupils, disadvantaged pupils, mid-year admissions and pupils who are persistently absent, so that pupils attend school often and persistent absence is reduced. Leaders should ensure that teachers have a clear understanding of gaps in pupils' knowledge and learning and then use this information to resolve misconceptions swiftly and provide more effective support. Leaders should ensure that teaching is consistently ambitious and matched appropriately to pupils' needs. Leaders should ensure that additional funding is used effectively and that its impact on pupils' outcomes is evaluated rigorously. Leaders should make sure that the personal development programme at key stage 4 is

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Next steps

delivered consistently so that it enables pupils to be fully prepared for life in modern Britain.

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About this inspection

This school is part of The Kemnal Academies 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), Russell Hobby, and overseen by a board of trustees, chaired by Catherine McGuinness

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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

This inspection took place on 30 June and 1 July 2026.

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About this inspection

Inspectors spoke with the CEO, deputy CEO, chair of trustees, the headteacher and other senior leaders and staff during the inspection.

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About this inspection

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

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About this inspection

In accordance with section 44(2) of the Education Act 2005, His Majesty’s Chief Inspector is of the opinion that this school requires significant improvement, because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform.

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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 makes use of 6 alternative provisions, including 4 that are unregistered.

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About this inspection

The school has undergone a significant change since the last inspection, with a new CEO taking up the post in 2025 and a new chair of trustees being appointed in 2026.

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Team inspectors:

Paula Sargent, Ofsted Inspector Peter Fry, Ofsted Inspector Gary Tostevin, Ofsted Inspector Mike Serridge, Ofsted Inspector

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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.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 June 2026

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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 6 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 needs support 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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English and maths GCSE

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

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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.

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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.

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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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Disadvantaged pupils' English and maths GCSE grade 5 or above

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

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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.

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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.

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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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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.

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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.

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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.

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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).

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Overall absence

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

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Persistent absence

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

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Exceptional

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

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Strong standard

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

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

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

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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