Bridge Learning Campus

What Ofsted said

From the inspection on 6 January 2026

Pupils' experiences of school in the primary phase are more positive than in the secondary phase. Children in the early years thrive here. Leaders work closely with families when children join the nursery or Reception, so they quickly get to know them and identify any barriers they may have to their learning. Children often make significant and rapid progress from their starting points, including those who are disadvantaged. They enjoy their learning and are well prepared for key stage 1. Pupils in key stages 1 and 2 also achieve well, including in reading and mathematics. The wider curriculum is highly ambitious for all pupils. Pupils are proud of their work in these subjects and talk with confidence and enthusiasm about topics such as puja in religious education and the Indus Valley Civilisation in history. Pupils in the primary phase feel safe and happy, valuing the positive relationships they have with trusted staff who help them resolve issues they may face. There are a number of clubs and trips on offer and pupils have the opportunity to take on positions of responsibility. The majority of pupils attend well because they feel a strong sense of belonging. This is not the case for a significant minority of pupils in the secondary phase. However, pupils in key stage 3 typically have more positive attitudes towards school than older pupils. The curriculum is less ambitious, less well-planned and delivered less effectively. As a result, many pupils do not achieve well in key stage 3, or in national tests, and too many are not prepared adequately for their next steps. While expectations of behaviour are high, too many pupils do not meet these expectations and too many pupils do not attend school regularly enough. Pupils typically have positive relationships with staff, but opportunities to develop talents and interests are limited, or not taken up by pupils. Bullying is not widespread, but a small minority of pupils are reluctant to report it when it happens.

What the school should improve

• 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.

Read the full Ofsted report (opens in a new tab)