Platt Bridge Community School

What Ofsted said

From the inspection on 10 July 2024

This is a warm and welcoming school where pupils are happy and safe. They are treated with kindness and respect. Staff provide high-quality emotional support for pupils who need it. Pupils show their appreciation for the care that they receive by behaving impeccably well. They rarely need reminding to do their best. Children in the early years settle quickly at school. They explore the engaging activities that staff design for them with zest. Older pupils are keen to make full use of their talents and interests. They embrace the wide range of experiences on offer to them, including the array of clubs. Pupils particularly enjoy taking part in residential trips which take them far beyond their local community. Pupils respond eagerly to the school's high expectations and aspirations for their achievement. They typically achieve well across a broad range of subjects. When needed, the school provides additional support for pupils to enable them to take part in all aspects of school life. This includes pupils with special educational needs and/or disabilities (SEND). Pupils who have a place in the specially resourced provision for pupils with SEND (specially resourced provision) are well supported to be ready to learn alongside their classmates.

What the school should improve

• In a few subjects, the school does not check effectively enough that the intended curriculum is being delivered consistently well. This means that it does not identify when teachers need further support to make sure that pupils learn all that they should. Some pupils' knowledge is not as secure as it could be in these subjects as a result. The school should sharpen its insight into the delivery of the curriculum and the impact that it is having on pupils.
• The strong start that children in the early years make with their fundamental writing skills is not built upon consistently well as pupils move into key stage 1 and beyond. Some pupils' written work is hampered by weaknesses in their spelling, handwriting and grammatical knowledge. The school should ensure that these fundamental skills receive greater attention in key stage 1 and that they are sufficiently embedded in key stage 2.

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