Three Bridges Primary School
phone: 020 85711491
headteacher: Mr Matt Burdett
420 pupils capacity: 106% full
220 boys 49%
225 girls 51%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 513597, Northing: 179239
- GPS coordinates
- Latitude: 51.501, Longitude: -0.36482
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- March 4, 2014
- Region › Const. › Ward
- London › Ealing, Southall › Norwood Green
- Urban > 10k - less sparse
- Free school meals %
- Learning provider ref #
- 0.1 miles George Tomlinson First School UB24HT
- 0.1 miles George Tomlinson Middle School UB24HT
- 0.4 miles Dairy Meadow Primary School UB24RP (489 pupils)
- 0.4 miles Havelock Primary School UB24PA (395 pupils)
- 0.4 miles The Sybil Elgar School UB24NY (82 pupils)
- 0.4 miles Havelock First School UB24PA
- 0.4 miles Havelock Middle School UB24PA
- 0.4 miles Dairy Meadow First and Nursery School UB24RP
- 0.4 miles Dairy Meadow Middle School UB24RP
- 0.5 miles Wolf Fields Primary School UB24JS (413 pupils)
- 0.5 miles Wolf Fields Middle School UB24JS
- 0.5 miles Khalsa VA Primary School UB24LA (350 pupils)
- 0.5 miles St Marys Church of England Primary Norwood Green UB24LE
- 0.6 miles Wolf Fields First School UB24JS
- 0.7 miles St Anselm's Catholic Primary School UB24BH (255 pupils)
- 0.7 miles Villiers High School UB13BT (1126 pupils)
- 0.8 miles Hambrough Primary School UB11SF (519 pupils)
- 0.8 miles Clifton Primary School UB25QP (391 pupils)
- 0.8 miles Clifton First School UB25QP
- 0.8 miles Clifton Middle School UB25QH
- 0.8 miles Acorn Independent College UB13HF (109 pupils)
- 0.8 miles Islamic Education and Recreational Institute UB11LS
- 0.8 miles Ayesha Siddiqa Girls School UB11LS (83 pupils)
- 0.9 miles Grove House Children Centre UB12JG (93 pupils)
Three Bridges Primary
Melbury Avenue, Norwood Green, Southall, UB2 4HT
|Inspection dates||4–5 March 2014|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because:
| Teaching makes a good impact on pupils’ |
Pupils enjoy their lessons very much. They
Well-trained additional adults make a
The school is improving because senior
progress so that they achieve well in reading,
writing and mathematics.
are very highly motivated to work hard
because the school makes sure that learning
is fun and engages their interest.
valuable contribution to pupils’ learning.
leaders and governors work closely with staff
on agreed developments and have high
expectations. They are committed to making
sure that the school continues to improve
| Pupils’ behaviour around the school and in |
Pupils develop an exceedingly strong
Governors are well informed and provide good
lessons is exceptionally good. They are very
friendly, extremely caring and polite. Good
manners are valued highly and each week a
pupil is nominated by the whole school
community for acts of kindness and courtesy.
awareness of how to keep themselves safe.
The school helps pupils to understand very
clearly what to do to avoid risks to their safety
through workshops, visitors to the school,
training and competitions.
support and challenge to leaders.
| Occasionally pupils are given work that is not |
In a few classes, pupils are not encouraged
at the right level of difficulty.
to respond to teachers’ marking and
| Leaders of year groups are not fully involved in |
checking the quality of teaching within their
areas of responsibility to secure further
|Inspection report:||Three Bridges Primary School, 4–5 March 2014||2 of 9|
Information about this inspection
- Inspectors observed teaching and learning in all year groups. They visited 38 teaching sessions,
including 11 sessions that inspectors visited together with senior leaders.
- Inspectors held discussions with groups of pupils, staff, members of the governing body and a
representative from the local authority.
- Inspectors listened to groups of pupils reading. They looked at work in pupils’ books and the
school’s information showing pupils’ progress.
- They looked at a range of documents provided by the school, including assessment information,
minutes of meetings of the governing body, the school’s action plans and the self-evaluation
report. Inspectors also looked at records of the monitoring of lessons, and information relating
to how teachers’ targets are set and professional development. The school’s website and records
relating to safeguarding were also checked.
- The inspection team took account of 64 responses to the Ofsted online survey (Parent View) and
the school’s own analysis of a recent survey of parents’ and carers’ views. Inspectors also
considered 35 responses to the staff questionnaire.
|Madeleine Gerard, Lead inspector||Additional Inspector|
|Abigail Misselbrook-Lovejoy||Additional Inspector|
|Ramesh Kapadia||Additional Inspector|
|Inspection report:||Three Bridges Primary School, 4–5 March 2014||3 of 9|
Information about this school
- Three Bridges is larger than the average-sized primary school.
- The proportion of pupils from minority ethnic backgrounds is above average. A larger proportion
than the national average speak English as an additional language. Few of these pupils are at
the earliest stages of learning English.
- The proportion of pupils who are supported through school action is similar to the national
average. A larger proportion than average are supported at school action plus or with a
statement of special educational needs.
- The proportion of pupils for whom the school receives the pupil premium (additional government
funding for looked after children, pupils known to be eligible for free school meals and the
children of service families) is above the national average. There are currently no children of
service families at the school.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- Children in the Early Years Foundation Stage are taught in two part-time Nursery classes and
two Reception classes.
- The school organises and manages a breakfast club. The after-school club that uses the school
site is not managed by the school and was not part of this inspection.
What does the school need to do to improve further?
- Increase rates of pupils’ progress, particularly by making sure that:
work is always at the right level of difficulty
pupils are consistently encouraged to respond to marking and feedback on their work.
- Increase the involvement of leaders of year groups in checking the quality of teaching and
secure further improvements within their areas of responsibility.
|Inspection report:||Three Bridges Primary School, 4–5 March 2014||4 of 9|
|The achievement of pupils||is good|
- Pupils make good progress in reading, writing and mathematics from starting points that are
typically below those expected for their age. All groups of pupils, including pupils from minority
ethnic groups and pupils speaking English as an additional language, achieve well. Achievement
is good and not outstanding because there is some variability in the rates of pupils’ progress
between classes so that their learning is not always as rapid as it could be.
- Disabled pupils and those who have special educational needs make good progress because they
benefit from support and guidance tailored to their needs, from dedicated teachers and
- The most able pupils achieve well and make good progress from their starting points. The
proportion of pupils attaining particularly highly in reading, writing and mathematics is similar to
the national average.
- Pupils at the earliest stages of learning English are helped to develop their spoken English
quickly through support from specialist teachers as soon as they start at the school. This helps
them to understand new words and develop their knowledge of English vocabulary so that they
achieve well in reading, writing and mathematics.
- In the Early Years Foundation Stage, children make good progress from their starting points. By
the end of the Reception Year their attainment overall is closer to, although still below, the
standards expected for their age. Children develop self-confidence quickly and enjoy learning
together in the inside and outdoor spaces because their personal and social development is
promoted particularly strongly.
- Good progress continues in Key Stage 1. In the phonics (letters and the sounds they make)
screening check, a similar proportion of pupils to the national average reached the required
standard. By the end of Year 2, pupils have caught up with the standard most pupils achieve
- The school uses the pupil premium funding effectively to deliver a wide variety of support to
close the gaps between pupils known to be eligible and the others, including one-to-one tuition,
extra-help in lessons and additional sessions to boost pupils’ attainment in reading, writing and
mathematics. It also enables the school to provide emotional support and extra guidance to
pupils who need them to help them learn better. In addition, the funding helps pupils to enjoy
educational visits that extend their learning and contributes to the cost of extra-curricular clubs.
Consequently, it helps pupils to make similar good progress to that of their peers. This shows
the school promotes equality and tackles discrimination effectively.
- In national tests for Year 6 pupils who left the school in 2013, provisional results show pupils
known to be eligible for the pupil premium were over a term ahead of their classmates in
reading and writing, and over two terms ahead in mathematics. Nationally, eligible pupils are
over two terms behind in each subject.
- Pupils are very enthusiastic about the variety of sports that they do at school in sessions with
specialist sports coaches, including tennis, basketball and rugby. The additional sports funding is
being used to raise participation in sports, to encourage positive attitudes to keeping physically
fit and healthy through lunchtime and after-school clubs, and to arrange competitive team
games with other local schools. Together with improvements to the school’s sporting resources,
including the addition of an all-weather cricket pitch, these motivate pupils to reach good
|The quality of teaching||is good|
- Teaching is routinely good and some is outstanding. This enables the pupils’ good rates of
learning and progress.
- Pupils make good progress in developing literacy skills and are very enthusiastic to join in
activities, for instance, when they rehearsed their ideas aloud together before tackling tasks in
writing. This also helped to promote their listening and speaking skills efficiently.
|Inspection report:||Three Bridges Primary School, 4–5 March 2014||5 of 9|
- Very regular reading encourages pupils’ enjoyment of books. Younger pupils build up fluency in
phonics and develop confidence in reading unknown words when they read aloud to adults.
Older pupils are positive about the choice of books the school makes available to them in
classroom libraries and in the main school library. They readily discuss their reading preferences
and favourite authors.
- Additional adults work closely with class teachers to support pupils’ learning. They work with
individual pupils and small groups of selected pupils to fill the gaps in their knowledge. For
example, pupils speaking English as an additional language in Key Stage 1 were observed
practising their knowledge of phonics with an additional adult. They made good progress when
the adult emphasised how to read unfamiliar words by sounding out the letters. They
concentrated very hard when the teacher challenged them to write words using the new letter
sounds they had been learning.
- Pupils made good progress in mathematics when their teachers challenged them effectively.
When they were given short time limits to solve problems or answer questions, they set to work
very quickly, concentrated hard and were ready to listen again when the time limit was reached.
Occasionally, the rate of pupils’ progress diminishes when work is not set at the right level of
difficulty so that it is too easy for the most able or too difficult for some of the others.
- Marking and feedback on pupils’ work praise their efforts. They show them what they have done
well and how their work might be improved in the future. In a few classes, when pupils are not
always encouraged to respond to the teacher’s suggestions and comments, they do not gain the
full benefit from them.
- Tasks are well planned in the Early Years Foundation Stage to build on children’s experiences.
For example, children in Reception were discussing how to make pancakes following a pancake-
making activity the day before. Children in Nursery and Reception enjoy their learning in the
outside spaces because they have plenty of activities to choose in the garden area. Adults also
make sure they practise literacy and numeracy skills regularly in the indoor and outdoor spaces
so that they build up their knowledge effectively.
- Pupils who attend the breakfast club enjoy the healthy menu and the variety of activities they
|The behaviour and safety of pupils||are outstanding|
- The behaviour of pupils is outstanding throughout the school. This is a very welcoming, friendly
and happy school. Pupils get on extremely well together because the school emphasises the
importance of supportive and considerate relationships. As a result, pupils show extremely
respectful and kind attitudes and like coming to school very much. Almost all the parents and
carers who responded to the online survey confirmed their children are happy at the school and
feel safe there.
- The school council actively secures improvements to the school based on suggestions made by
the pupils. For example, additional after-school modern foreign language learning clubs and
more frequent charity fund-raising days have been introduced as a result of their suggestions.
- Pupils are exceptionally positive in their approach to learning. They are consistently attentive,
concentrate and work very hard. They are very keen to do as well as they can and recognise the
importance of academic success in securing financial well-being in their adult lives.
- Pupils are exceedingly polite and courteous, and make a major contribution to the calm and
purposeful atmosphere around the school. They conduct themselves outstandingly well. When
the bell goes at the end of break time, pupils respond immediately because they respect the
school’s rules and are extremely eager to meet the expectations that the school has of them.
Pupils know what constitutes bullying and what does not. They, and their parents and carers,
are confident that bullying occurs only vary rarely, and that when it does occur, for example
when a pupil is left out of an activity, it is dealt with by the school highly efficiently, as the
school’s records show.
|Inspection report:||Three Bridges Primary School, 4–5 March 2014||6 of 9|
- The school’s work to keep pupils safe and secure is outstanding. The school plans a great
number of events, activities and visitors to the school to help make sure pupils have an
outstanding knowledge of how to keep themselves safe. For example, pupils are taught how to
cross the road safely and given clear advice about keeping safe on bonfire night. Older pupils
learn to swim, benefit from guidance on how to avoid possible danger near the local canal and
learn how to ride bicycles safely. Poster-making competitions challenge pupils to present safety
guidance to the whole school community. Together with a very strong emphasis on safe
practices when using computers and information technology, all this helps pupils to develop an
excellent awareness of risks.
|The leadership and management||are good|
- The headteacher, senior leaders and governing body work successfully together to drive
improvement across the school. Their determination to see the school improve further is strong.
There is an established culture where expectations of staff and pupils are high within a
supportive and caring environment. The results of this are reflected around the school in the
interesting displays and tidy classrooms, and in the typically neat and painstaking presentation
of pupils’ work. Morale among the staff is also high. In the questionnaire for staff, all those who
responded were unreservedly positive about the school.
- The school has robust systems for senior leaders to check the quality of teaching. However,
leaders of year groups are not as fully involved in helping to check on the quality of teaching
within their areas of responsibility in order to secure further improvements.
- The school’s development planning identifies appropriate priorities for development because the
school knows its strengths and what needs to be done to improve it further. For example,
enhancements to the way writing is taught have been successfully introduced to raise pupils’
achievement. Support and additional training for staff encourage a consistency in approach to
teaching writing throughout the school.
- Together with pupils’ improved attendance rates, pupils’ outstanding behaviour and awareness
of how to keep themselves safe as well as their good achievement are strengths which
demonstrate the school’s capacity to improve further.
- Activities including charity fund raising, feeding the school’s chickens, singing and theatrical
performances are carefully organised to encourage pupils’ spiritual, moral, social and cultural
development. The school works hard to make sure that consistently caring attitudes are
encouraged across the school community and that pupils develop an understanding of different
cultures and faiths from around the world.
- The local authority provides light-touch support for this good school.
- The governance of the school:
The governing body is effective and knowledgeable. Governors have a good understanding of
how well the school is doing and where it can do better. They review information about the
progress pupils make and hold the school to account strongly. They attend the school not just
for meetings but also to spend time in classrooms. They attend parents’ evenings and other
school events as well as contributing to additional activities. Governors know the quality of
teaching and how targets are used to secure improvements to teaching quality. They also
make sure there is a strong link between teaching quality, pupils’ learning and salary
progression. Safeguarding arrangements meet requirements and are regularly scrutinised. The
school site is well maintained.
|Inspection report:||Three Bridges Primary School, 4–5 March 2014||7 of 9|
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Inspection report:||Three Bridges Primary School, 4–5 March 2014||8 of 9|
|Unique reference number||101911|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||449|
|Appropriate authority||The governing body|
|Date of previous school inspection||3 March 2011|
|Telephone number||020 8571 1491|
|Fax number||020 8574 4914|