|Name||Tor Bridge Primary School|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||03 October 2018|
|Address||Miller Way, Estover, Plymouth, Devon, PL6 8UN|
|Religious Character||Does not apply|
|Number of Pupils||186 (60% boys 40% girls)|
|Number of Pupils per Teacher||17.5|
|Percentage Free School Meals||23.1%|
|Percentage English is Not First Language||4.3%|
|Pupils with SEN Support||17.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Tor Bridge Primary School is based on a large campus where pupils share their sports and dining facilities with pupils from a secondary school and a special school. Some communal areas of Tor Bridge Primary School are shared with the special school. There is a specialist resource base for speech and language provision. This school is smaller than the average-sized primary school. The proportion of pupils known to be eligible for support from the pupil premium is above the national average. The proportion of pupils who receive support for special educational needs is above the national average. The proportion of those who have an education, health and care plan is above the national average. The school runs a breakfast club.
Summary of key findings for parents and pupils
This is an inadequate school Leaders at all levels do not have the capacity to bring about the urgent improvements needed. Leaders have failed to tackle the school’s endemic weaknesses over a sustained period. The day-to-day management of the school is weak. Leaders have not been successful in ensuring that staff follow school policies. The school does not function as it should. Leadership of teaching and the curriculum is poor. All too often, learning time is wasted. Leaders do not provide governors with the information they need to challenge whole-school effectiveness. Teaching is inadequate. Teachers’ assessments of what pupils know, understand and can do are inaccurate. Teachers do not plan work that meets pupils’ needs, limiting their progress. Pupils’ poor behaviour in lessons and around the school is accepted as the norm. Teaching does not challenge or motivate pupils. Middle-attaining pupils, the most able and disadvantaged pupils, do not make the progress they should. As pupils move through the year groups, they fall further behind. Leaders accurately identify weaknesses in the teaching of reading. However, changes made are fragile and too recent to see any impact. The teaching of writing and mathematics is not good enough. Pupils’ underachievement is prevalent across the school. Limited strategic oversight of early years means that the school’s self-evaluation of strengths and weaknesses is inaccurate. Provision is not matched to children’s academic and emotional needs well. Leaders’ feedback to teachers is not having the required impact. As a result, weaknesses in teaching are not remedied successfully and pupils’ underachievement continues. The school has the following strengths Pupils who attend the school’s resource base for speech and language development receive bespoke teaching that meets their needs well. The most vulnerable pupils receive caring and nurturing support. The very recently appointed chair of governors has brought clarity and direction. Governors are increasingly aware of the enormity of the task ahead. Safeguarding is effective.