Springfield School

Highlights from Latest Inspection

Outcome

Springfield School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils are welcomed by smiling, enthusiastic staff as they arrive at school each morning. This is a place where all pupils flourish.

Relationships between staff and pupils are exceptional. Pupils know that staff care for them deeply and that there is always an adult there for them when needed. Pupils feel happy and know that they are in safe hands.

Staff are passionate about providing the very best education for pupils. From the youngest to the oldest, there is no limit to what the school expects pupils to achieve. Staff have... a thorough understanding of pupils' unique and complex needs.

This, along with an aspirational curriculum, ensures that pupils, all of whom have special educational needs and/or disabilities (SEND), are exceptionally well prepared for their next steps in education.

The school skilfully helps pupils to regulate their own behaviour and manage their emotions. Staff are expert at identifying when pupils experience distress or discomfort.

They respond quickly and sensitively.

Pupils enjoy impressive opportunities, which promote their wider development. They delight in enrichment activities that include sport, drama, cooking, music, and animal care.

Pupils fundraise and engage with the local community. For example, the choir takes pleasure in singing and 'signing' at charity events.

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

Since the last inspection, the school has continued to go from strength to strength.

The school has designed a highly effective and ambitious curriculum. The curriculum is exceptionally well considered to ensure that pupils receive the highest quality of education. The school is resolute that every pupil will achieve all that they possibly can and be well prepared for life in modern Britain.

All staff receive frequent, high-quality professional development. Many become experts in their field and share best practice with others. This includes working with both mainstream and special schools across the local authority.

Teachers are confident in the subjects they teach. They are adept in finding interesting ways to explain new ideas clearly. This helps pupils to remember important learning.

Staff have a detailed understanding of each pupil. This information is used to skilfully adapt the delivery of the curriculum to accurately meet the needs of pupils.

Developing pupils' communication and language skills is at the heart of the school's work.

The school has thought carefully about how to meet the wide range of pupils' communication, language and social interaction needs. For example, finding ways for non-verbal pupils to make their needs known and helping pupils to express their likes and dislikes as they make food choices. The school's focus on supporting communication helps to prepare pupils for work and independent living.

Reading has a particularly high profile in school. Pupils enjoy learning the foundations for reading, for example, through listening and responding to sounds. Pupils who are ready to learn phonics are expertly taught to develop early reading skills.

Staff are relentless in seeking every opportunity to foster a love of reading among pupils. To this end, pupils of all ages and abilities have regular access to a wealth of books and frequently enjoy sharing stories, songs, rhymes, and poems with staff and with each other.

Pupils are highly motivated and enjoy their learning.

From the early years, children are taught to follow routines and to take turns. As pupils get older, they are increasingly able to self-regulate and enjoy friendships, socialising and participating in all that the school has to offer. The school has strong relationships with families.

It checks absence thoroughly. The school works tenaciously to ensure that pupils attend school regularly.

The school offers pupils high-quality opportunities to develop themselves personally, to prepare themselves for life beyond school.

This begins from the moment pupils start at the school. Pupils visit shops and sports centres, interact with members of the public, use money, and buy their own food. This builds pupils' confidence and resilience as they successfully manage a range of social situations.

Comprehensive careers education, information, advice, and guidance is available to pupils. Sixth-form students develop their aspirations to consider a range of professions. A wide range of bespoke work-placement opportunities and other practical experiences are offered.

The school organises an exceptional future careers event. This reinforces the school's belief that there are no limits to what pupils here can achieve.

Governors share the school's high ambition for pupils.

Staff value the support that they receive for their well-being and workload. They appreciate the time the school gives them to carry out their responsibilities effectively. Staff are very proud to work at the school.

Parents and carers are effusive in their praise for the school. They typically say that it is 'fantastic' and that staff 'go above and beyond' in all they do for the children and their families.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged outstanding for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour, or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be outstanding for overall effectiveness in November 2013.