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They speak fondly about their school. They say that their lessons are interesting. Pupils value adults' work in making Springfield Primary an attractive, stimulating place in which to learn.
Pupils like the fact that adults spot and reward their good behaviour. They say that if a pupil's behaviour slips, 'adults remind us of our usual standards'. We saw pupils working hard and responding happily to adults' guidance.
Pupils told us that this was typical of most days. They say their classmates are kind to one another.
There is very little bullying.
Pupils said that adults would nip it in the bud if it happened.... Pupils told us that they trust adults in school and said that staff are caring. Pupils know who to turn to if they have a concern.
For example, pupils said they would speak with adults in the school's 'butterfly room'. Pupils are safe and feel safe.
Plenty of pupils take advantage of the leadership opportunities and many sporting and artistic clubs on offer.
Pupils are proud to run some of these clubs.
Flick, the school dog, plays a valuable part in the life of the school community.
What does the school do well and what does it need to do better?
Leaders have made many changes to the curriculum.
They have done plenty of research and considered what pupils need, and like, to learn. Leaders have provided staff with suitable training and resources to deliver many aspects of the curriculum effectively. Children like learning the curriculum.
Adults enjoy teaching it too.
Pupils remember important knowledge. They progress well in many subjects.
Teachers check what pupils already know. Teachers then break new learning down so that pupils grasp and make good use of what they have learned. National lockdowns resulted in some pupils struggling with parts of their learning.
Teachers adjusted the curriculum so that pupils revisited core knowledge and were ready to take on new information. We saw the successful impact of this in reading, mathematics and life skills (personal, social and health education).
Subject leaders have not been as clear about what pupils should learn in a few subjects.
In these subjects, pupils are not as secure in their learning. In keeping with their sensible timeline of improvements, leaders are putting this right.
Staff ensure that reading plays a big part in pupils' lives.
The school's 'reading entitlement programme' helps pupils to read fluently. Pupils read, and are read to read, each day. In early years, reading with children happens several times a day.
Adults teach reading, including phonics, effectively. Consequently, pupils develop strong reading knowledge. Some pupils do find reading tough.
They stick at it because they get apt help and encouragement to become fluent readers. Pupils have many opportunities to read stories, poems and factual books. There are attractive places for them to read – inside and outside.
Teachers make appropriate changes to ensure pupils with special educational needs and/or disabilities (SEND) can access the same curriculum as their peers. Teaching assistants play an important role in helping pupils with SEND learn important facts and methods. Parents of pupils with SEND are full of praise for the support that their children receive.
The early years classes are well-organised. The curriculum and how it is taught sets up children well for later learning. Children show sustained interest in their learning.
They speak with confidence about their work. Adults help children to develop kind behaviour habits. Children help each other in learning and play.
Leaders have high expectations for pupils' personal development. Pupils learn about different beliefs, cultures and abilities. They speak with passion about the importance of treating everyone with fairness.
Pupils' behaviour demonstrates that very many do so. Relationships are based on respect. Pupils appreciate the interesting places provided for them to study in or to reflect, such as the sensory garden and the 'butterfly room'.
Pupils and parents praise the care and support that staff provide. This care helps pupils to become assured in their learning and friendships.
Springfield Primary is a happy school that very many pupils like attending.
Some travel a considerable distance to get to school. Many pupils' attendance is high. However, a small number of pupils do not attend school as often as they should.
Governors keep a close eye on leaders' work. Governors carry out checks to make sure improvements are making things better. School leaders also check that their changes are working.
This thorough approach has brought about many improvements.
Staff, like pupils and parents, are very proud of their school, and they value leaders' work and consideration of their well-being and pupils'.
Safeguarding
The arrangements for safeguarding are effective.
Staff give safeguarding the highest priority. Adults receive the necessary training. They know what to do if they are concerned about a pupil.
Leaders act swiftly and with determination so that pupils get the help that they need. Governors make sure that leaders carry out the right checks on staff working at the school.
Pupils have an age-appropriate understanding of risk.
They know how to act safely, including when online. Pupils say they would tell an adult if a friend was at risk, even if that jeopardised their friendship. Parents and staff consider pupils to be safe at Springfield Primary School.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Very many pupils' attendance in the context of the pandemic has been high. Yet, there is a small number who do not attend as often as they should. Leaders should review and make any appropriate changes to the strategies that they have in place to improve the attendance of these pupils.
• Leaders have made well-considered changes to the curriculum. Leaders have been careful not to overload staff and pupils with too many changes at once. They are determined that each change has maximum impact.
This means that curriculum plans and their delivery in a small number of subjects are not as strong as they are in the majority. Where this is the case leaders should set out what pupils should learn, from early years to Year 6 with the same clarity that they have elsewhere. Leaders should provide teachers with support so that they deliver the curriculum well in all subjects.
