Three Bridges Primary School, located in Crawley, West Sussex, has recently undergone an inspection that highlighted several strengths and areas for improvement. The school is characterized by a friendly and welcoming atmosphere where pupils feel happy and secure. Students express pride in their roles, particularly those serving as Young Interpreters, who assist peers for whom English is an additional language. The school offers a variety of trips and sporting events, contributing to a well-rounded educational experience. The calm and orderly environment fosters pupils' well-being, and they demonstrate kindness and respect towards one another. The school’s rules, centered around being ready, respectful, and safe, are well understood by the students, who feel safe and cared for by their teachers.
Despite these positive aspects, the school is rated as requiring improvement overall. The quality of education, particularly in curriculum delivery, has been identified as an area needing attention. While the school has ambitious goals for all pupils, including those with special educational needs and disabilities, the current curriculum is not effectively implemented across all key stages. This inconsistency has resulted in some pupils not achieving their full potential. Leaders are aware of these challenges and have developed robust plans for improvement, but further work is necessary to ensure that the revised curriculum is consistently delivered.
The phonics program, while well-organized, has not been delivered systematically, leading to unsatisfactory results in the Year 1 phonics check. Recent changes have been made to enhance phonics teaching, including increased lesson frequency and higher expectations, which have shown some positive impact. However, not all staff possess the necessary subject knowledge to teach the phonics program effectively. In mathematics, the new curriculum is being implemented consistently, and standards are rising as a result.
Pupils demonstrate a strong desire to succeed and engage actively in lessons. The youngest children have settled well into the school environment, and staff generally manage behavior effectively. However, there are inconsistencies in the application of the behavior policy, with some instances of disengagement not being addressed promptly. Attendance has improved significantly over the past year, reflecting the school’s efforts to support all pupil groups.
The provision for pupils with special educational needs has seen improvements, with the curriculum being adapted to better support these students. However, variations in delivery still hinder their overall achievement. The school’s personal development program is well-established, offering pupils a range of enriching activities that promote cultural awareness and safety skills.
Staff express positivity about their work environment and appreciate the training and support provided by school leaders. They feel increasingly clear about curriculum expectations and acknowledge efforts to reduce workload pressures. The safeguarding arrangements in place are effective, ensuring a safe environment for all pupils.
In summary, while Three Bridges Primary School has a strong foundation in terms of pupil well-being and engagement, significant improvements are needed in curriculum delivery and consistency in teaching practices to ensure that all pupils achieve their potential. The leadership team is committed to addressing these challenges, and with continued focus and support, the school can enhance its educational offerings.
