Setting

Purpose and scope of the inspection

This inspection was carried out by the Office for Standards in Education under Section 162A of the Education Act 2002 in order to advise the Secretary of State for Education and Skills about the school’s suitability for continued registration as an independent school.

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Information about the school

The Bridge School is an independent special school, which is part of the Elite Children’s Care Limited. The school was first registered in September 2005 and provides for up to 40 pupils aged 10 to 16 years with emotional and behavioural difficulties. They are placed in children’s homes and foster homes supported by the parent company and have been unable to maintain school places within the mainstream sector. Pupils mainly come from East Anglia and the neighbouring counties. Currently the school has twelve pupils on roll. Nine have statements of special educational need (SEN). The school is located in Wisbech in the premises of a former hotel which has been converted for use as a school with residential accommodation. There is currently one boarder.

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Information about the school

The school aims to establish a culture in which the pupils are able to learn and develop the skills and knowledge required to enable them to become fulfilled and independent adults. Wherever possible, pupils are assisted in entering mainstream education.

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Summary of main findings

In the short time since its opening last September, the school has been successful in getting itself established. It provides satisfactory education for its pupils. They follow a relevant curriculum largely based on the National Curriculum and older pupils achieve General Certificate of Secondary Education (GCSE) accreditation and Award Scheme Development and Accreditation (ASDAN) awards.

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Summary of main findings

The quality of teaching is satisfactory with some that is good. Staff have very good relationships with pupils which assist the pupils in improving their behaviour and attitudes to education. The school places a high priority on literacy and numeracy which benefit from effective planning, as do the ASDAN programmes. Whilst provision for pupils’ personal development is good, the curriculum for personal, social, health and citizenship education (PSHCE) needs further development. The school has suitable plans to improve this area.

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Summary of main findings

Assessment procedures are effective in English and mathematics, although this is not always reflected in lesson planning. The monitoring of pupils’ behaviour is a strength of the provision.

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What the school does well:

• it provides a broad curriculum with an appropriate focus on key skills, which also enables the pupils to achieve accreditation;

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What the school does well:

• it strikes a good balance between the provision for pupils’ academic and social needs;

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What the school does well:

• it closely monitors pupils’ well-being and encourages them to adopt a healthy lifestyle;

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What the school does well:

• its communication with carers is very effective;

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What the school does well:

• its staff work well as a team, act as good role models, and promote a very good ethos which encourages pupils to develop positive relationships with them and each other; and

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What the school does well:

• in a short time it has done well to become securely established.

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What the school must do in order to comply with the regulations:

• fully develop schemes of work and improve the detail of all lesson plans to take account of pupils’ individual learning needs and recent guidance about teaching strategies, as identified in section 1 of this report.

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The quality of the curriculum

The school provides a satisfactory curriculum that meets its stated aim to provide a broad and balanced programme for the pupils so that they can fulfil their potential. All subjects of the National Curriculum are offered, with English and mathematics having a suitably high emphasis. Older pupils are able to follow ASDAN programmes that focus on the key skills required and also enable pupils to develop personal interests such as sport and to explore the world of work and the wider community. In order to do this they are required to plan a personalised programme of study. There is also very good attention given to promoting the pupils’ safety, health and well-being. The provision for PSHCE uses a commercial scheme and is bolstered by specialist input when considering health issues such as relationships and drugs education. Where pupils have statements of SEN, their requirements are wholly fulfilled. The use of individual education plans (IEP’s) to guide learning is

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The quality of the curriculum

satisfactory. The plans are regularly reviewed and each pupil is involved in discussion of the outcomes.

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The quality of the curriculum

The planning for English, mathematics and ASDAN is the most secure and provides effective individualised learning opportunities. In most other subjects, detailed planning is at an earlier stage: this is largely due to the short time the school has been operational in its new premises, with recently appointed staff. The school does, however, appreciate the need to provide a broad curriculum that offers equality of opportunity and meets the social and behavioural needs of the pupils.

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The quality of the curriculum

The school recognises the need to continue the development of detailed schemes of work for all subjects based on recent national guidance and to take account of curricular initiatives for pupils aged 14 years and over.

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The quality of the curriculum

Literacy and numeracy skills are promoted well when taught within English and mathematics. These skills are also addressed in other subjects, where pupils’ speaking and listening are particularly strong. Pupils are encouraged to express their views and to query anything they do not understand. This enables them to become more confident learners. Most pupils find writing difficult and are thus less keen to practise. The development of writing, especially creative writing and comprehension, is less effective than speaking and listening, although information and communication technology (ICT) is used regularly.

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The quality of the curriculum

The timetable provides an appropriate balance of time for subjects, although at just over 21 hours per week, it is less than recommended for secondary-aged pupils. Most pupils lose little time during the day and lessons usually start promptly.

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The quality of the curriculum

When college links and opportunities for work experience are made available these have proved to be very effective and the school is pursuing the extension of this provision.

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The quality of teaching and assessment

The quality of teaching is satisfactory, although there is some teaching that is good. The good teaching is typified by highly appropriate content, full engagement of pupils and high expectations. The quality of lesson planning in English, mathematics and ASDAN programmes is good, although in some lessons the planning for pupils’ individual needs lacks sufficient precision and reference to IEP’s. However, the quality of teaching is, nonetheless, satisfactory due to the strong commitment by teachers to engage the pupils in learning.

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The quality of teaching and assessment

The teaching of literacy and numeracy is good and permeates other areas of the curriculum such as ASDAN, science, ICT and food technology. The teaching of skills in speaking and listening is particularly effective and is successful in most lessons. In one PSHCE lesson, a pupil spoke thoughtfully about the sensitive issue of prejudice and how all people should be valued.

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The quality of teaching and assessment

In most lessons pupils respond well to the good role models that staff provide. The staff remain calm in the face of provocation and ensure that disputes are brought to a conclusion that respects the dignity of each pupil. The relationships between some pupils are sometimes fractious and class grouping take some account of these difficulties. When conflicts do occur, the staff manage them very well and seek to re- engage the pupils in learning at the earliest opportunity. Occasionally, some pupils refuse to learn and leave the classroom for significant lengths of time. Pupils are reminded regularly that they have a responsibility to behave appropriately. They are aware of the behaviour monitoring system that is used very effectively by all staff.

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The quality of teaching and assessment

Good achievement by the pupils is also marked in how successfully they engage in learning and adopt more positive attitudes to study. The school monitors this very effectively and presents the pupils with differentiated challenges based on their recent behaviour. Key to the success of this system is the consistent application of the criteria by all staff.

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The quality of teaching and assessment

The strongest teaching is evident where the lessons have good pace, precise plans, variety in teaching methods and high levels of challenge that build securely upon previous learning. A pupil following ASDAN said: ‘ It’s okay, I know how to create my action plan for this module ’. This was an accurate judgement of his own learning as he went on to plan what he needed to do to successfully complete the unit of work.

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The quality of teaching and assessment

Some lessons, particularly double lessons, are too long for some pupils who complain of being bored. Some teachers also rely too heavily on worksheets where too little account has been taken of the text’s complexity.

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The quality of teaching and assessment

There are very good relationships between staff and pupils. The pupils overwhelmingly report that they are able to confide in at least one member of staff: ‘ I know they want the best for me ’. These relationships underpin every aspect of the school’s work and encourage the pupils to have confidence in their ability to achieve. In a games lesson, the pupils cooperated very well, showed genuine sporting behaviour and maintained excellent behaviour even when one pupil had the ball accidentally kicked at his head. The assessment of pupils’ learning is satisfactory. In the best lessons, teachers show a very good understanding of pupils’ attainment and use this knowledge to plan further learning. Teachers make judgements about the pupils’ levels of attainment and appropriate support is sought to ensure that these judgements are moderated, notably in English and ASDAN studies. The assessment of pupils’

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The quality of teaching and assessment

behaviour and attitude to learning is very strong.

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The quality of teaching and assessment

The pupils’ achievements are regularly reported, although sometimes the academic content focuses too heavily on attitudes to work rather than gains in knowledge, skills and understanding. Marking of pupils’ work often contains supportive comments, such as: ‘Well done!’ The effectiveness of these is not as strong as it could be as pupils are not always given indicators as to how they might make their work even better.

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The quality of teaching and assessment

The resources in lessons are adequate and they are used effectively. There are some shortages, for example in ICT, where there is an absence of programs to support literacy and there is one digital camera available for all pupils and staff. Classroom walls display good guidance for study.

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Does the school meet the requirements for registration?

The school meets all but two requirements.

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What does the school need to do to comply with the regulations?

In order to comply fully with the Independent Schools Standards Regulations 2003 the school should:

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What does the school need to do to comply with the regulations?

• plan lessons consistently to include effective teaching methods and suitable activities (paragraph 1(3)(c)); and

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What does the school need to do to comply with the regulations?

• ensure that the needs and prior attainments of the pupils are taken into account when planning lessons (paragraph 1(3)(d)).

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2. The spiritual, moral, social and cultural development of pupils

The school makes good provision for pupils’ spiritual, moral, social and cultural development and pupils make good progress. In line with the aims of the school, pupils build up effectively the self-knowledge, self-confidence and self-esteem that are at the heart of the school’s ethos.

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2. The spiritual, moral, social and cultural development of pupils

Pupils’ personal and social development is very well promoted through the opportunities provided for interaction with their teachers, with each other and with a local college. Whenever possible, pupils are involved in sports’ activities within the community such as football, golf and swimming and this contributes to the development of sportsmanship and fair play.

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2. The spiritual, moral, social and cultural development of pupils

The school has a family atmosphere, with very good relationships. Every encouragement is given to pupils to enable them to participate fully. There are many occasions for discussion, for pupils to consider the implications of their actions on others and to distinguish right from wrong. The behaviour policy is applied consistently with good successes. Staff are extremely patient and professional when dealing with challenging behaviour, although all pupils were courteous and respectful to the inspectors.

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2. The spiritual, moral, social and cultural development of pupils

Pupils are encouraged to be involved in their community. They take responsibility for tidying up and returning equipment. They work with the caretaker to repair damages. They learn to care for those less fortunate by supporting charities. However, further opportunities to help them take on responsibility and use their own initiative are not always taken. They learn about life in England and are being equipped with the vital life skills they need. They are developing cultural awareness by visiting places of educational interest, by learning French and through working with other people from different religions and cultures.

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3. The welfare, health and safety of the pupils

Pupils’ welfare and well-being are safeguarded consistently. All policies for the care of pupils are in place. The quality of care and concern afforded to each pupil is good. The small number of pupils in each class means they receive very good levels of attention and supervision from staff. Pupils are happy to be at the school.

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3. The welfare, health and safety of the pupils

The policy for child protection reflects the current guidance and relates to practice at the school. There is a nominated person for child protection matters and all staff are due to receive training that will maintain their already high levels of awareness. Risk assessments are thorough and include proper procedures for school based and off- site activities such as residential trips and work experience. Supervision of pupils is good at all times and opportunities to endanger themselves or others are minimised.

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3. The welfare, health and safety of the pupils

Health and safety issues are given a high priority. There is good provision for First Aid, with two nominated and qualified staff on site. There are secure procedures, which record fire-alarm testing and which ensure that electrical equipment meets safety requirements.

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3. The welfare, health and safety of the pupils

Attendance and admission registers are maintained correctly and incidents properly recorded. The behaviour policy is unambiguous and understood by pupils. Rewards and sanctions are clearly made known to them. Pupils take good account of how their behaviour is monitored. All incidents are recorded appropriately.

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3. The welfare, health and safety of the pupils

The school has recently devised an outline plan to meet the requirements of the Disability Discrimination Act 2002.

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4. The suitability of the proprietor and staff

There are appropriate systems in place to ensure the suitability of staff prior to the confirmation of their appointment.

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5. The suitability of the premises and accommodation

The Bridge School is situated in the heart of Wisbech with good opportunities to visit places of educational interest nearby. The listed building has recently been suitably refurbished so that the school is very well maintained and in good decorative order to meet its purpose.

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5. The suitability of the premises and accommodation

There are sufficient classrooms of an adequate size often enhanced by good displays of pupils' work. Pupils work, either individually or in small groups, so that there is ample space. There are specialist rooms for most subject areas and a large dining hall. There are plans to furbish the meeting room with games activities. One of the boarding rooms is used as a medical room when required. Although a quiet area has been set aside in the English room for leisure reading, there is no designated library and this restricts the opportunity for pupils to engage in independent learning.

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5. The suitability of the premises and accommodation

There is sufficient outdoor play space, plus a small grassy area with a bench. The school also makes additional provision by frequent trips to the park, and other community sports centres.

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5. The suitability of the premises and accommodation

The boarding accommodation is of high quality, with spacious bedrooms all having ensuite bathrooms.

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6. The quality of information for parents and other partners

The quality of information provided for parents and others is good. The school has produced a helpful booklet for carers and prospective carers that describes how the school is organised and operates.

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6. The quality of information for parents and other partners

Individual records are readily available to carers who have easy daily access to teachers, receive frequent written reports and have regular meetings about how well the pupil is doing. Each pupil has a home-to-school book in which both teachers and carers write comments. The daily handover sessions are particularly valuable. This is a successful means of communication. The school has good relationships with the local authority and provides ready information about the progress of the pupils with statements of SEN. Information for annual reviews is supplied as required. Details of the school’s complaints procedure, its staff and their qualifications are readily available at the school.

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complaints

The school’s policy for handling complaints is clearly written, referred to in carers’ information and readily available in school. It is still in draft form and therefore when finalised carers should be notified of the policy review. Analysis of the pre-inspection questionnaire sent to carers shows that they feel positive about contacting the school should they have a concern.

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SCHOOL DETAILS

Name of school: The Bridge School DfES Number: 873/6033 Type of school: Special Status: Independent Age range of pupils: 10 - 16 years Gender of pupils: Mixed Number on roll (full-time pupils): Boys: 11 Girls: 1 Total: 12 Number of boarders: Boys: 1 Girls: 0 Total: 1 Number of pupils with a statement of special educational need: Boys: 9 Girls: 0 Total: 9 Annual fees (day pupils): £24,000 - £30,000 Annual fees (boarders): £128,000 - £148,000 Address of school: 10A - 14 South Brink Wisbech Cambridgeshire PE13 1JJ Telephone number: 01945 427276 Fax number: 01945 429043 Email address: Stuart.mason@farrowhouse.co.uk Headteacher: Mr Stuart Mason Proprietor: Elite Children’s Care Limited Reporting Inspector: Mr Greg Sorrell Date of inspection: March 6 - 9 2006

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SCHOOL DETAILS

educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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SCHOOL DETAILS

School inspection reports are available on the Ofsted website ( www.ofsted.gov.uk ).

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SCHOOL DETAILS

The website lists Ofsted independent school inspection reports, together with information on the work Ofsted does in the independent sector.

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