Springfield Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Springfield Junior School is a happy school at the heart of its community.

Pupils and their families appreciate the school's warm welcoming ethos. The school is ambitious for what all pupils can achieve. Pupils typically rise to this ambition and achieve well across the curriculum.

The school's 'Spring values' are known and understood by pupils. These help to make the school a productive environment for learning. Classrooms are generally calm, orderly and focused.

Pupils feel safe and happy in school. They get along well with each other and the staff. If they ever feel worried, they know they can share how they are feeling.

Pupils who need more bespo...ke support receive this from trained staff.

Playtime is an exciting time. Pupils access a wide range of creative play and activities.

There is something for everyone from the 'sports zone' to 'the arcade' to den building. These activities give a structure which enables pupils to thrive. They develop both their imagination and confidence.

Enrichment experiences broaden pupils' horizons. Educational visits are linked to the curriculum, such as places of worship, while older pupils develop their life skills and independence through residential trips. All pupils, including those who are disadvantaged, gain these same opportunities.

What does the school do well and what does it need to do better?

After an unsettled period, the new school leadership team have established clear systems and processes. This has resulted in the school being a positive place to learn.

The ambitious curriculum contains the knowledge pupils are intended to learn.

In many subjects, pupils confidently talk about their learning and demonstrate their knowledge in their work. In some subjects though, this is less secure. Some curriculum thinking is not as precise.

In these subjects, the key knowledge pupils learn is not as clear as it could be. This means pupils do not always secure the most important knowledge. They cannot consistently recall and build upon previous learning in these subjects.

Reading is a priority. Trained staff deliver the school's chosen phonics programme effectively. This provides strong support to any pupil who joins the school and needs extra help.

Pupils become fluent, confident readers. Once pupils are ready to move on, they learn a structured reading curriculum and access a range of diverse texts. Pupils become competent readers and develop an understanding of the wider world.

The curriculum is typically delivered well. Teachers revisit previous learning and build on this when they introduce something new. They check how well pupils are learning by questioning pupils and giving them opportunities to practise.

This approach is generally very effective. Most pupils focus well on their learning and achieve well. On occasion, some pupils are left waiting for their learning to be moved on.

Staff miss opportunities to further their learning. These pupils do not always extend their learning as well as they might.

The school are equally ambitious for pupils with special educational needs and/or disabilities (SEND).

Teachers adapt learning which supports many pupils with SEND to access the same curriculum as their peers. Some pupils need something more individual, this is provided. Pupils with SEND achieve well from their different starting points.

Staff manage behaviour clearly and consistently. Positive relationships are at the heart of this approach. Staff use the school values to guide pupils to make the right choices in their learning.

When a pupil makes a wrong choice, pupils reflect on their behaviour and are taught to make a better decision next time.

Pupils develop a sound understanding of the world around them. They know how to keep themselves safe, including online.

Pupils respect different cultures and beliefs and understand the importance of being tolerant to different points of view. They are suitably prepared for life in modern Britain.

Those responsible for governance offer suitable support and challenge to school leaders.

Staff are proud to work at this school. They feel well supported around their workload and well-being and appreciate the training and support they are given to develop in their roles.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some curriculum subjects, the core knowledge pupils are intended to learn is not precisely identified. This means, on occasion, some pupils do not confidently recall the most important curriculum content. The school should continue to reflect and review their curriculum to ensure pupils are able to securely learn and remember the most important knowledge.

• On occasion, the way the curriculum is implemented means pupils' learning is not moved on as quickly as it could be. This means some pupils are not given the opportunity to extend their learning as well as they might. The school should further consider how the curriculum is delivered to ensure pupils are supported to achieve to their full potential across all curriculum subjects.