The Bridge School, located in Sutton Coldfield, Birmingham, is recognized as a good school following its inspection on January 14-15, 2020. The school fosters a strong sense of community, with staff dedicated to ensuring the well-being and safety of pupils. Positive relationships between staff and students are evident, contributing to a supportive learning environment. The headteacher emphasizes the dual role of care and education, setting high expectations for student learning. Pupils generally exhibit good behavior, and bullying is not a significant concern due to vigilant staff oversight and established routines. Some students require additional support for behavior management, and staff collaborate with professionals to provide necessary assistance.
Leaders are aware of the challenges families face in accessing local community activities, often due to transportation issues or a lack of suitable options. To address this, the school organizes engaging events, such as performances at Birmingham’s Symphony Hall and participation in football tournaments. The school has high aspirations for all pupils, including those with special educational needs and disabilities. Leaders have developed a curriculum model in partnership with other schools, tailored to meet diverse learning needs. This includes progression ladders for each subject, which are currently being implemented.
The teaching of reading is well-structured, with younger children and those with complex needs engaging in sensory stories and phonics activities. Older pupils practice phonics daily and read books aligned with their phonics knowledge, leading to improved fluency. The school promotes a love of reading through exposure to high-quality literature, enhancing pupils' engagement with books. Teachers design activities that develop basic skills, incorporating sensory experiences to aid learning. However, the most able pupils do not receive sufficient writing practice, leading to unaddressed errors in their work.
Mathematics instruction is also well-planned, utilizing practical resources to enhance understanding. Yet, the most able pupils lack consistent opportunities to record their work across subjects. Staff effectively support communication and language development, collaborating with therapists to create tailored plans for pupils. Various communication methods are employed, including picture exchanges and sign language.
Beyond the curriculum, pupils benefit from extracurricular experiences, such as music performances and opportunities to become play leaders. However, there are limited lunchtime club options, although the school council is actively seeking to expand these activities based on pupil interest. The trust and local academy council provide strong support for the school, focusing on professional development for staff while considering their workload. Staff express positive sentiments about the approachable leadership and the mindfulness sessions that contribute to a calm classroom atmosphere.
Safeguarding measures are robust, with designated leads taking their responsibilities seriously. Staff are well-trained and attentive to pupils' welfare, ensuring that any concerns are promptly addressed. The school is in the process of fully implementing its new curriculum, which is appropriately planned but not yet fully realized. Leaders are encouraged to continue this work and to enhance writing opportunities for the most able pupils, ensuring that errors are corrected. Additionally, the school should prioritize the introduction of more lunchtime clubs to enrich the pupil experience. Overall, The Bridge School demonstrates a commitment to providing a supportive and effective educational environment for its pupils.
