Pupils flourish at this inspirational school. They told inspectors that they are very happy and always feel safe. Staff know pupils very well. They care for pupils’ complex needs expertly. Pupils attend frequently and achieve very well. They get on well together. Incidents of bullying are extremely rare. The staff on the behaviour team manage any incidents of poor behaviour very skilfully. Pupils’ behaviour and their attitudes to school are exceptional. They listen carefully and contribute positively during lessons. The rewards system motivates them to work hard. They feel proud when they receive points for reading and good conduct, for example. They are excited when they get to trade their points for ‘me rewards’, such as trips to places that interest them. Staff provide pupils with a rich variety of experiences. Pupils really enjoy and appreciate the many extra-curricular clubs and educational visits on offer. These opportunities prepare them well for life in modern Britain. The views of parents and carers are positive. One comment, typical of many, was, ‘The change we have seen in our son has been incredible. He has undergone a complete social and emotional metamorphosis since his transfer from mainstream.’ What does the school do well and what does it need to do better? The headteacher and senior leaders are determined for all pupils to succeed. They ensure that pupils receive a good, rounded education. Many pupils have missed large portions of the curriculum before they start at Bridge House. Many have been excluded from mainstream schools. The leader responsible for pupils with special educational needs and/or disabilities (SEND) ensures that staff receive appropriate information before pupils start. Leaders share information well with other agencies, such as social care, early help and the autism outreach team. Pupils settle into school life quickly. Staff are rightly proud to work at the school. They receive frequent training and say that leaders are sensitive to their workload. One staff member commented, ‘I am incredibly proud of the work we do at Bridge House. We make a real difference to pupils’ lives and futures, both inside and outside the classroom.’ New members of staff receive a thorough induction. Teachers have good subject knowledge. Their clear explanations allow pupils to learn and remember new knowledge. For example, Year 11 pupils can confidently explain the process of photosynthesis. In Year 8 mathematics, pupils were observed calculating the area of a trapezium. Teachers use assessment well. Frequent tests and quizzes help pupils to revisit previous material. Teachers use this information to spot gaps in pupils’ knowledge and skills. They and other staff then provide extra support to plug the gaps. Inspection report: Bridge House Independent School 5–7 November 2019 2 Leaders have identified that improving pupils’ reading skills is a priority. Adults frequently listen to pupils read. They encourage pupils to read aloud during paired reading sessions. Younger pupils develop their phonics knowledge through regular sessions. Pupils’ personal development is exceptional. Daily ‘house time’ enables pupils to learn about different faiths and cultures. It also keeps them up to date with current news stories. Pupils experience a wide range of extra-curricular clubs and activities. They visit many places of interest, including museums and theatres. They contribute positively to their community and to society, for example by fundraising for local and national charities. Pupils achieve excellent outcomes. In recent years, all pupils have gained appropriate qualifications. These are a mixture of GCSE, BTEC and vocational awards. Pupils have gone on to further education, employment or training. Leaders have planned most subjects carefully. These subjects are well sequenced and allow pupils to build on what they already know. This is not the case in a few subjects, such as history. The headteacher, who is also the proprietor, has ensured that all the independent school standards are met. The school complies with the 2010 Equality Act. It provides pupils with good careers advice. The three school sites meet the premises standards. All the buildings are well kept, and classrooms are appropriate places for learning. All requirements about fire safety are met. Staff write specific risk assessments when pupils make off-site visits and for other activities.