Springwood Junior Academy


Name Springwood Junior Academy
Ofsted Inspection Rating Outstanding
Inspection Date 12 June 2018
Address Aughton Lane, Aston, Sheffield, South Yorkshire, S26 2AL
Phone Number 01142872597
Type Academy
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 223 (56% boys 44% girls)
Number of Pupils per Teacher 24.1
Academy Sponsor Aston Community Education Trust
Local Authority Rotherham
Percentage Free School Meals 29.6%
Percentage English is Not First Language 0.9%
Persisitent Absence 10.7%
Pupils with SEN Support 7.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This school is smaller than the average-sized primary school. There are seven single-age classes and a Nursery unit, recently adopted by the trust board at the start of the summer term 2018. This provides part-time places for three-year-old children and full-time placements for some two-year-olds. The great majority of pupils are of White British heritage. The proportion of pupils who speak English as an additional language is extremely low. The proportion of pupils known to be eligible for support funded by the pupil premium is much higher than average. There are slightly fewer girls than boys in the school. The proportion of pupils who have SEN and/or disabilities is lower than the national average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is slightly above average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment in reading, writing and mathematics by the end of Year 6. The school converted to academy status in 2015. It is a member of ACET. The chair of the school’s local governing body is also the chair of the trust and is a national leader of governance. The current principal of the school took up her post in 2016, having previously served at the school as deputy headteacher. The vice-principal and key stage 1 leader were appointed to their current positions from within the school in 2016. Since the previous inspection of the predecessor school in 2014, two teachers have joined the academy to replace teachers who moved on. The school operates a breakfast club and an after-school care club, attended by approximately 27 pupils on a daily basis.

Summary of key findings for parents and pupils

This is an outstanding school The principal provides exceptional and dynamic leadership. She inspires staff to aim high and provide the best for every pupil. Leadership at all levels is highly effective. Senior and middle leaders give strong support in the drive for excellence. They check unerringly to ensure that teaching of the highest quality enables all pupils to make strides in their learning. Governors make sure that they keep their finger on the pulse of school effectiveness by seeing the school’s work at first hand. They provide measured and supportive challenge to leaders. Together with trust members, they have the highest ambitions for the school and its pupils. Teachers and teaching assistants value the high-quality training and support that leaders and the trust have put in place. Clear communication, tight appraisal and teamwork form the bedrock of school improvement. The 2017 outcomes for pupils in reading, writing and mathematics at the end of key stage 2 were extremely high. Progress in reading, writing and mathematics was in the top 2% nationally. Disadvantaged pupils make strong progress in this school. Pupils take a real pride in their learning and the presentation of work. Writing across a range of subjects is a particular strength and is widely celebrated in eye-catching displays. Many children join the early years with abilities below those seen typically. Precise teaching, focused on each child’s needs, means that they get off to a flying start in school. When they move to key stage 1 and key stage 2, their learning continues to flourish. Pupils behave very well in lessons and around school. They respond positively to their teachers’ high expectations. Consequently, learning time is used to the full and pupils feel safe and happy. Attendance is above average. Leaders and staff work very hard to involve parents. Parents have a very positive view of the school and appreciate the efforts of staff who care for their children so well. The school’s work to promote pupils’ spiritual, moral and social development is excellent. Work to deepen their awareness of other faiths and cultures is less advanced. There are good examples of science work to develop practical science skills in some classes, but these experiences are not routinely provided for all groups. Pupils’ understanding of diet and health is limited.