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This is a good school The unwavering drive and determination of the headteacher, leaders and governors have ensured that the quality of teaching has improved rapidly since the school became an academy.
The quality of teaching is good. Teachers' strong subject knowledge and skilful questioning help pupils extend and deepen their understanding quickly and well. Leaders and governors are highly ambitious for pupils.
They have ensured that pupils' achievement has risen quickly since the opening of the academy. Across the school pupils achieve above the nationally expected standards for their age in reading, writing and mathematics. Across year groups, pupils are m...aking good progress.
This includes the most able pupils and those who are disadvantaged. Pupils' behaviour is exemplary. They feel safe at school because they are listened to by adults.
They know that if they have a concern or worry adults will help them. Their parents agree with this view overwhelmingly. Pupils have excellent attitudes to learning.
They are keen to improve their work. This is because teaching is well matched to pupils' needs and the new curriculum is vibrant and interesting. Pupils who have special educational needs and/or disabilities are now making good, sometimes strong, progress.
This is because : their needs are better identified and supported effectively. Governors have a highly accurate view of the strengths of the school. They challenge leaders effectively and hold them fully to account for areas which need improvement.
Governors and school leaders receive valuable support, and challenge, from their academy trust. The new curriculum is wide-ranging and motivating for pupils. It provides well for pupils' social, moral, spiritual and cultural development.
However, there has not yet been time for the impact of the curriculum to be demonstrated in pupils' achievement and progress to maximum effect. Teachers challenge the most able pupils, including those who are also disadvantaged, well. However, in a few classes, tasks are less well planned to meet the needs of the most able pupils, particularly in the earlier years.
The attendance of pupils has improved markedly. However, a small minority pupils are still absent persistently.
Information about this school
The school meets requirements on the publication of specified information on its website.
The school complies with DfE guidance on what academies should publish. Springfield Primary School is larger than the average-sized primary school. Additional pupils join the school in Year 3 from a number of infant schools.
The school became an academy in the GLF Trust in December 2013. The predecessor school was judged to be inadequate in May 2012. The majority of pupils are of White British backgrounds.
The proportion of pupils for whom English is an additional language is slightly lower than the national average. The number of pupils supported by the pupil premium funding is slightly lower than the national average. The proportion of pupils receiving support for their special educational needs and/or disabilities is above the national average.
