The Bridge Short Stay School

Phase/Provision: AP/PRU

Theme: Leadership and Management, Pupil Support

Context for joining Behaviour Hubs

The Bridge Short Stay School is a Pupil Referral Unit providing education for students from within Cheshire West and Chester who have been permanently excluded from school, are at risk of exclusion or for a variety of reasons have found themselves without a school place.

We are based in Ellesmere Port, but provide for students from throughout the Local Authority. We’re excited to currently be working with the Council to develop plans for a new build school that will enable us to improve our provision further.

We believe in the potential of all of our young people, offering a high quality education and personal support to enable all students to achieve positive next steps. In many cases this is a successful return to mainstream education, in others it will be achievement at GCSE level and support to make a positive transition into Post 16 education, employment and training.

Staff model and encourage students to develop in our core values: Resilience, Community, Self-Confidence, Aspirational and Positive; we believe that developing young people who epitomise these values sets them up to achieve in whatever their chosen field.

There are 40 places commissioned for students by the Local Authority, although registered from Key Stage 2 our admissions have been exclusively in Key Stages 3 & 4 for a number of years. Despite being commissioned for 40 places, rates of permanent exclusion across the Local Authority have meant that we regularly exceed these numbers on roll, typically operating with between 55 & 60 students at any given time, including those on transition plans in or out of the school. Although we have extended capacity to accommodate these numbers there continues to be a significant waiting list for places. Due to these numbers, all places are currently reserved for students who are permanently excluded or who the Local Authority deem to come under the category of “other” and for whom the LA has a statutory duty to provide education. Students are currently admitted as and when other students leave the school, with allocation of places determined in discussion with officers from the Local Authority in line with our capacity and their prioritisation of the students who are on the waiting list.

Behaviour challenges and goals

– To develop a positive culture of high expectations and aspirations for all our pupils

– To utilise stakeholder voice to adjust our vision to align with our values and beliefs

– To create a new behaviour strategy that was fair and consistent – that gave teachers and pupils consistent rewards and consequences

– To change the pupils’ views of the school

– To improve the school environment to demonstrate that we care and that they are valued

We joined the Behaviour Hubs programme for a variety of reasons including:

  • New members of SLT
  • New Staff Team
  • Share good practice
  • Gain new insights and expert opinion on behaviour
  • Look at refining systems
  • CPD for staff

Solutions to behaviour challenges

In order to achieve this, we completed the following actions:

  • Accessed high quality training via the Behaviour Hub and disseminating this to staff. We particularly focussed on the research of Tom Bennett in which he emphasised the importance of ‘teaching behaviour’.
  • We conducted a staff survey to find out what they felt about behaviour in school.
  • As a Senior Leadership team, we conducted a wide range of research, involving visits to other schools.
  • We then carried out a rigorous quality assurance process in which a range of stakeholders took time to challenge the new policy. This included, staff, SLT and the school improvement partner. These challenges and ideas were then considered, and amendments were made.
  • The key messages and philosophy behind our vision around relationships was then shared with staff during a training day. This allowed for the philosophy behind the policy to be explained.
  • The policy was then launched in school. The Head teacher led a whole school assembly in which the policy was explained in an age-appropriate fashion.

Impact on behaviour

Feedback from Lead School on their Visit on 29th February:

We just wanted to email to pass on our thanks following our visit to The Bridge on Thursday.  Sarah and I have found it an absolute privilege to be a lead school on the DfE Behaviour Hubs programme over the last 3 years.  It has enabled us to work with PRU’s, AP’s and SEMH Special schools right across the country and meet with many inspirational colleagues in our sector.  AP is the most vulnerable pupils in a time of crisis in their lives and needs to be the strongest sector whereas all too often it is overlooked, poorly commissioned and underfunded.

Despite your building being far from ideal the culture within it is a very warm and welcoming one.  From the moment we arrived it is clearly evident that relationships between staff and pupils, staff and staff and pupils and pupils are really strong.  The pupils we met with in the pupil voice meeting were a credit to your school.  They talked so openly and honestly about their experiences in their previous schools and their feelings of unfairness and rejection.  They are clearly proud to now be part of The Bridge family but also understand that at some point the time will be right for them to move on to the next stage of their education.  You both model these strong relationships well to all staff and pupils and clearly understand the importance of visible leadership within a school.  The staff we spoke to feel they are very well supported and are clearly growing in confidence both in the delivery of an engaging curriculum and to meet the complex needs of your pupils.  

We look forward to reviewing you action plan with you as we can clearly see the positive impact you guys have had.

The revised and refined approach on behaviour had the following impact upon Data Trends:

Staff Feedback:

  • The policy, rules and routines are easy to follow 63% (Agree/Strongly agree)
  • Our school behaviour rules and procedures help make the school a safe and happy place. 63% (Agree/Strongly Agree)
  • It is clear how I should apply the behaviour rules consistently and fairly across the school environment, including making reasonable adjustments 63% (Agree/Strongly agree)
  • Leaders and managers monitor and analyse behaviour data and take swift, reasonable action to address issues. (63% Agree/Strongly Agree)
  • The school approach to behaviour management shows an understanding of the factors that can affect pupil behaviour.
    (72% Agree and Strongly Agree)
  • Pupils are provided with information to ensure they know how they are expected to behave when they join the school, and then regularly reminded / updated. (80% Agree or Strongly Agree)
  • This includes welcome inductions (on school entry or at the beginning of the academic year), reminders and refreshers of the school policy, rules and routines. (80% Agree or Strongly Agree)

OFSTED Inspection May 23rd and 24th

Ungraded Inspection. Remaining ‘Good’

  • “Pupils flourish at The Bridge Short Stay School”
  • “Staff provide pupils with encouragement and effective support”
  • “Pupils develop strong and positive relationships with staff and learn to trust the adults around them.”
  • “Pupils can explain the difference that the school has made to their behaviour and attitudes.”
  • “Over time, pupils’ behaviour improves.”
  • “Pupils work with staff to design their own personal profile. This identifies what will help pupils to learn well and the strategies to manage any unacceptable behaviour.”
  • “Pupils develop the skills to reflect on their behaviour and to make positive choices.”
  • “Staff are proud of their school and the difference that it makes to pupils’ lives.”
  • “They feel well supported by the school.”
  • “ Staff particularly appreciate the debrief time which allows them to discuss any concerns. This helps staff to move on to a fresh start the following day. “
  • “The school listens to staff. This ensures that staff feel included and valued.”

Next steps on your behaviour journey

Our next steps are to continue developing and refining our approach to behaviour by bringing in a new uniform and policy in order to give a sense of belonging to our students within The Bridge.  Additionally we shall look at further refining our expectations and relationships with student to make sure we are fitting and meeting their needs. We believe our behaviour policy should never be static but should rather flex to the needs of our children currently in our care.  We want to also promote further communication and engagement from parents.

We also intend to use signage throughout school to promote our schools values, to enable them to become ever present and very much part of our school narrative.