Bristol school told six areas 'need attention' after Ofsted inspection - here's why
A school in Bristol has been told six areas ‘need attention’ after an inspection by Ofsted.
Bridge Learning Campus, which serves children aged 3 to 16, was visited by inspectors on January 6.
Ofsted said while safeguarding standards are met and early years is of a strong standard, the following areas ‘need attention’: achievement, attendance and behaviour, curriculum and teaching, inclusion, leadership and governance, and personal development and wellbeing.
Inspectors said the following next steps are needed at the Hartcliffe school, which is part of Trust in Learning (Academies):
- The trust must continue to support the school in stabilising and strengthening the leadership team in the secondary phase, ensuring that these leaders have a precise understanding of the school’s weaknesses and how to drive swift and effective improvement.
- Leaders must accurately identify the barriers to achieving positive attendance in the secondary phase, and then take swift and robust action to ensure pupils, including those in vulnerable groups, feel a sense of belonging and attend school regularly.
- Leaders must develop the consistency with which the curriculum in the secondary phase is delivered. Staff in the secondary phase need support to ensure that their pedagogical choices are effective, and that checks on understanding are made, so that pupils learn effectively and outcomes improve.
- Leaders need to ensure that, across subjects, the key stage 3 curriculum clearly identifies the key knowledge and skills that pupils need to know so that teaching can be more precise and pupils' knowledge and skills develop in readiness for key stage 4.
- Leaders must continue to strengthen the systems in place to accurately identify barriers to learning for pupils in the secondary phase so that the actions they take to reduce these barriers are effective and positively impact these pupils’ achievement.
- The school must ensure that pupils in the secondary phase have opportunities to develop their talents and interests, and monitor this provision to ensure that disadvantaged pupils participate fully and feel a sense of pride and belonging in their school.