Bridge Hall Primary School in Stockport, Cheshire, underwent an inspection on July 23 and 24, 2024, resulting in an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes, as well as personal development, were rated as Good. Leadership and management, along with early years provision, were similarly rated as Requires Improvement. This inspection follows a previous rating of Good in May 2019.
Pupils at Bridge Hall Primary School report feeling happy and safe, enjoying positive relationships with staff and demonstrating good behaviour. The school has made improvements in the supervision and organization of activities during playtimes and lunchtimes, contributing to a positive learning environment. However, despite the school's ambition for all pupils to succeed, some students, particularly those with special educational needs and disabilities, do not fully benefit from the high expectations set for their achievement. The curriculum quality in the early years is inconsistent, and in key stages one and two, staff occasionally struggle to deliver the curriculum effectively, leading to gaps in pupils' knowledge.
The school has made strides in providing opportunities for pupils to learn about the wider world through educational trips, which have helped build confidence and skills. However, the impact of the COVID-19 pandemic has resulted in learning setbacks, with some pupils' attainment in reading, writing, and mathematics falling significantly below the national average. The school has recognized these challenges and is working with the local authority to focus on improvement actions.
Teachers are actively identifying pupils who may have special educational needs and providing necessary support. While pupils' achievement is on the rise, there are still instances where activities do not effectively facilitate learning, resulting in knowledge gaps. The school utilizes assessment information to guide the introduction of new concepts, but there are occasions when staff do not adequately help pupils recap previous learning, hindering their ability to retain important knowledge.
The school's approach to phonics has improved, with staff receiving expert training to support pupils who struggle with reading. As a result, pupils are developing their reading skills and fluency. However, weaknesses in handwriting, spelling, and grammar persist, affecting the quality of written work across subjects. In the early years, while children engage in singing and conversations, the curriculum lacks clarity regarding the foundational knowledge to be taught and assessed, impacting their readiness for key stage one.
Attendance has been a focus for the school, which has taken effective steps to improve it by working closely with families. The emotional and mental health of pupils is prioritized, contributing to a positive learning atmosphere with minimal disruptions. Pupils are well-prepared for their roles as citizens, demonstrating a strong understanding of equality and the contributions of diverse cultures.
Governors are fulfilling their roles appropriately, ensuring that staff well-being is considered in policy decisions. The safeguarding arrangements at the school are effective, contributing to a safe environment for all pupils. To improve, the school needs to ensure consistent implementation of the curriculum, enhance the recapping of previous learning, refine writing skills, and clarify the early years curriculum to support foundational knowledge acquisition. Overall, while there are areas for improvement, the school is making progress in several key aspects of education and pupil development.
