Alt Bridge School

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About Alt Bridge School

Name Alt Bridge School
Ofsted Inspections
Head of Centre Mrs Natalie Menagh
Address Wellcroft Road, Huyton, Liverpool, L36 7TA
Phone Number 01514778310
Phase Special
Type Community special school
Age Range 11-19
Religious Character Does not apply
Gender Mixed
Number of Pupils 272
Local Authority Knowsley
Highlights from Latest Inspection

What is it like to attend this school?

Pupils love being a part of Alt Bridge School. Strong relationships between staff and pupils are pivotal to the success of this school.

Pastoral care is exemplary, and pupils feel happy and safe. This is because pupils know that staff care for them and will support them with any worries that they may have.

The school provides a plethora of exciting opportunities that develop pupils' character.

For example, pupils join in a vast array of outdoor activities, and they gain many life skills and awards. In addition, pupils work closely with members of the local community. This work contributes considerably to developing pupils' communication skills.

Simil...arly, pupils are exceedingly proud of the work that they do around equality. Many pupils relish being part of the equalities team. They explained that the work they do supports the well-being of their fellow classmates.

Pupils behave well. Around the school and in lessons, pupils conduct themselves appropriately. They follow the school's well-established routines.

Pupils' behaviour does not disrupt learning in lessons. When needed, staff support pupils to help them regulate their own behaviour. Pupils learn in a calm and orderly environment.

The school has high expectations for pupils' achievement across a range of subjects. Pupils respond well to these expectations. In many subjects, pupils achieve highly.

The curriculum in the sixth form is incredibly well designed. Sixth-form students flourish.

What does the school do well and what does it need to do better?

The school is aspirational for pupils, all of whom have special educational needs and/or disabilities (SEND).

Since the previous inspection, the school has overhauled the curriculum to increase its breadth and depth. The school has ensured that the curriculum is successfully designed around the individual needs of pupils.

Within each curriculum area, the school has carefully identified the knowledge that pupils should learn over time.

The school has organised this learning effectively. This ensures that pupils improve their knowledge of the topics that they are studying. In the sixth form, the curriculum is excellent.

Students develop a deep understanding of subject content. They are exceedingly well prepared for adulthood.

Teachers have in-depth knowledge of the subjects that they teach.

This is especially true in the sixth form. In key stages 3 and 4, teachers use this expertise to design learning activities that enable pupils to learn effectively. In the sixth form, teachers are adept at designing learning resources to enable students to excel.

Typically, in key stages 3 and 4, teachers use assessment strategies well to establish what pupils know and remember about the curriculum. In the main, teachers use this information to inform subsequent learning. However, in a few curriculum areas, the school's assessment strategies are underdeveloped.

On occasion, in these subject areas, some teachers do not identify the gaps in pupils' learning sufficiently well. In contrast, assessment in the sixth form is highly effective. It is tailored so that teachers meticulously identify the next steps in students' learning.

The school makes reading a central priority across the curriculum, including in the sixth form. Pupils' attitudes to reading have improved considerably. There is a love of reading at the school.

Pupils read high-quality texts. The school chooses texts with care to ensure that the books pupils study expand their understanding of different cultures.

Pupils respond well to the high expectations set out by the school for their behaviour.

In lessons, pupils display positive attitudes towards their learning. With support when needed, pupils maintain focus and concentrate on the task at hand. They are keen to take part in lessons.

In the sixth form, students' behaviour is exemplary.

The curriculum for pupils' personal development is impressive. The school provides every pupil with the opportunities that they require to become active citizens in modern Britain, including a vast array of extra-curricular activities.

Pupils develop a deep understanding of the importance of tolerance. This includes people who may be different from themselves. For example, pupils learn in depth about religious diversity.

The way that the school promotes pupils' physical and mental health is striking. Pupils develop a secure understanding of how negative relationships can affect both their physical and mental health.

Governors and leaders have a clear oversight of the quality of education that pupils receive.

They provide staff with an appropriate programme of ongoing training and development, including on curriculum design. Staff reported that leaders' decisions about how the curriculum is implemented have positively impacted on their workload.

Typically, the school engages well with parents and carers.

For example, parents appreciate the additional parents' evening that the school now offers. However, a minority of parents feel that they do not receive enough information about their child's learning and progress through the curriculum.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a minority of subjects, the school's assessment systems are underdeveloped. On occasion, this hinders how well staff identify the next steps in pupils' learning.Leaders should ensure that in these subjects, assessment systems enable staff to identify and address the gaps in pupils' learning.

• The school does not communicate with a minority of parents as effectively as it could. This means that some parents do not feel that they are adequately informed about their child's learning in school. Leaders should ensure that parents are fully informed about how their child is achieving at school.

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