Bridge Learning Campus

Name Bridge Learning Campus
Ofsted Inspection Rating Inadequate
Inspection Date 15 May 2018
Phone Number 01173534472
Type Academy
Age Range 3-16
Religious Character None
Gender Mixed
Number of Pupils 981 (50% boys 50% girls)
Number of Pupils per Teacher 19.8
Academy Sponsor Trust In Learning (Academies)
Local Authority Bristol, City of
Percentage Free School Meals 39.7%
Percentage English is Not First Language 5.7%
Persisitent Absence 19.3%
Pupils with SEN Support 34.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is an average-sized school. It has pupils aged from 3–16. The school is part of TiLA, a multi-academy trust. The proportion of pupils who have SEN and/or disabilities is well above the national average. The proportion of pupils supported by pupil premium funding is well above the national average. Most pupils are of white British heritage. There are very few from minority ethnic groups and very few speak English as an additional language. In 2017, the school did not meet the government’s current floor standards for key stage 4, which set the minimum expectations for pupils’ attainment and progress by the end of Year 11. It did meet the floor standards for key stage 2, but was deemed to be coasting. Eleven pupils, from Year 4 to Year 11, attend a range of alternative providers. Four pupils are currently attending Landsdown Park and four attend Learning Partnership West. The remainder attend St Matthias Park, Include and Hospital Education.

Summary of key findings for parents and pupils

This is an inadequate school Pupils have made weaker progress than in nine out of ten schools nationally. This has been the case in both key stage 2 and key stage 4 for a number of years. Standards are beginning to improve now, but they are still not good enough. Teachers do not have high enough expectations of what pupils can achieve. Too often, they do not challenge pupils to think about their answers. Teachers settle for second best. Pupils cannot write as well as pupils in other schools. This is holding back their progress across the whole range of subjects and means that they are not well prepared for the next phase of their education. The most able pupils, including in early years, do not get enough opportunities to show what they can do. They are allowed to coast. Pupils who have special educational needs (SEN) and/or disabilities make poor progress because teachers do not give them the support that they need. Pupils are compliant but rarely enthusiastic about their work. Teachers do not insist on high standards of presentation and so many pupils show little pride in their work. Teachers do not assess what pupils can do precisely enough. Consequently, teachers do not plan the next steps in pupils’ learning accurately and pupils do not know how to improve their work. Middle leaders have an overgenerous view of the quality of teaching. When monitoring, they focus on what the teacher is doing rather than the progress that the pupils are making. Pupils are away from school too often. Too many pupils are persistently absent. This is hindering their progress. The school has the following strengths Pupils are beginning to make better progress. This is because leaders have raised expectations and the quality of teaching is beginning to improve. The school is calm and orderly. Pupils generally behave well. Relationships with teachers are respectful and pupils treat each other well. Academy trust leaders hold school leaders to account effectively. This is at the heart of why the school is beginning to improve. Children in the Nursery and Reception enjoy their learning. Relationships between parents and the school are good, which helps children to settle into school life.