|Name||Dean Trust Rose Bridge|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||24 January 2018|
|Address||Holt Street, Ince, Wigan, Greater Manchester, WN1 3HD|
|Number of Pupils||688 (52% boys 48% girls)|
|Number of Pupils per Teacher||18.6|
|Academy Sponsor||The Dean Trust|
|Percentage Free School Meals||29.1%|
|Percentage English is Not First Language||5.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Rose Bridge Academy converted to become an academy on 1 April 2015. When its predecessor school, Rose Bridge High School, was last inspected by Ofsted, it was judged to be good overall. Rose Bridge Academy is a member of The Community First Academy Trust. Rose Bridge Academy is smaller than the averaged-sized comprehensive. The proportion of disadvantaged pupils is significantly higher than the national average. Most pupils are of White British heritage. The proportion of pupils who speak English as an additional language is lower than the national average. The proportion of pupils who have SEN and/or disabilities is higher than the national average. The school does not use alternative providers for the education of its pupils. The school met the government’s floor standards in 2016. The floor standards set the minimum expectations for progress and attainment in key stage 4.
Summary of key findings for parents and pupils
This is an inadequate school Leaders have not ensured that pupils receive an acceptable standard of education. They have been too slow to address low standards of teaching and poor progress. Governors do not understand the school’s strengths and weaknesses. They have not held leaders to account for the quality of education provided by the school. Leaders have an overgenerous and inaccurate view of how well the school is performing. Therefore, their improvement plans do not adequately address key weaknesses in teaching. Leaders’ systems for tracking pupils’ progress and setting targets have not been fit for purpose. Improved systems have recently been introduced but these are not embedded. Teaching is inadequate. It is particularly weak in English, mathematics and science. Over time, it has not ensured that pupils of different abilities make enough progress. Teachers’ expectations are too often too low. They do not provide pupils of different abilities with sufficiently challenging work. Leaders, including governors, do not effectively evaluate the impact of the strategies that they use to improve pupils’ outcomes. In particular, they do not carefully measure the effectiveness of their spending of additional funding, such as the pupil premium. Differences between the progress of disadvantaged pupils and other pupils nationally remain wide. Leaders’ work to improve pupils’ literacy and numeracy skills is not effective. Pupils’ attitudes to learning vary enormously within and across subjects. Too many pupils are late to school. Not enough pupils benefit from a broad range of extra-curricular activities. The school has the following strengths Pupils are well looked after and safe in school. Pupils’ spiritual, moral, social and cultural education is a strength. Pupils make good progress in art, photography, physical education (PE) and drama. Attendance for all pupils has improved to be in line with national benchmarks.