|Name||Foundation Bridge Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||30 January 2018|
|Address||Stoke-on-Trent College, Burslem Campus B Block, Moorland Road, Stoke-on-Trent, Staffordshire, ST6 1JJ|
|Number of Pupils||Unknown|
|Percentage Free School Meals||0%|
Information about this school
The school is located in a four-level block on the Burslem campus of Stoke-on-Trent College in Moorland Road, with access to other blocks and facilities on the same site. Pupils attend some vocational courses at Stoke-on-Trent College and Cauldon Campus at Stoke Road, Shelton. This school has formalised an alternative provision that already operated from this site. The local authority also quality assures the provision on a regular basis. The school does not have a religious ethos. The school is registered to cater for 200 vulnerable pupils. These are of mixed gender, and range from 13 years (Year 9) to 19 years. They include pupils who have disabilities, communication difficulties and social, emotional and mental health difficulties. The majority of pupils come from maintained schools and academies. Some come from the elective home education sector. In some instances, referrals come from the main college. The needs, aptitudes and abilities of pupils are wide ranging.
Summary of key findings for parents and pupils
This is a good school As the proprietor of the school, Stoke-on-Trent College provides a strong management structure that supports the headteacher of Foundation Bridge Academy. Experienced leaders support every aspect of provision. Leaders have a clear view of the school’s strengths and weaknesses. They work hard on aspects of provision that improve outcomes for pupils. A broad, varied and interesting curriculum motivates pupils. Its focus on developing pupils’ spiritual, moral, social and cultural understanding is strong. A team of continuing professional development (CPD) leaders regularly supports teachers to improve their skills. As a result, teachers are able to provide improving learning opportunities for pupils. Support for pupils who have social, emotional and mental health issues is strong. Adults work as a cohesive team to support pupils to settle well into school and begin to enjoy learning. Safeguarding is a strength of the school. Pupils feel safe at all times. This security contributes to the growing confidence that pupils show in their learning and relationships. Teachers’ subject knowledge is good. They plan lessons to meet the different needs of pupils. However, pupils’ knowledge of more advanced words is limited. Because of this, pupils’ writing does not improve quickly enough. Pupils are well behaved and courteous. They get on well with adults and their peers. A minority of pupils do not attend school often enough. Outcomes for these pupils are, therefore, weak. While teachers provide opportunities for pupils to learn mathematical vocabulary, pupils do not use this in their spoken language and reasoning. As a result, pupils do not make enough progress in this aspect of mathematics. Lessons are often interesting and stimulating. However, pupils who are offered challenging work sometimes prefer the easier option. This means that those pupils do work that is too easy for them. The majority of teachers work hard to develop pupils’ discussion and argument skills. However, this is not done consistently enough. As a result, pupils do not develop this skill fast enough. Compliance with regulatory requirements The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.