Springhill Primary Academy

Highlights from Latest Inspection

Outcome

Springhill Primary Academy has taken effective action to maintain the standards identified at the previous inspection.

The headteacher is Jack Edwards. This school is part of the REAch2 Academy Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer, Cathie Paine, and overseen by a board of trustees, chaired by Gavin Robert.

What is it like to attend this school?

Springhill Academy has such a lovely warm, welcoming feel. Pupils are happy at the school and they are proud to attend.

They say that teachers are caring and are always there to help them. Pupils know who to talk to if t...hey have any worries. As a result, pupils feel safe in school.

The school has high expectations of the achievement and behaviour of pupils, including those with special educational needs and/or disabilities (SEND). Pupils work with determination in the classroom and achieve well as a result. Pupils have impeccable manners.

They greet visitors warmly. Pupils behave well and look after one other.

Children in the early years are very well taken care of.

Their environment is designed carefully to meet their different needs. Children develop their communication skills well. As a result, they love talking about what they are doing and confidently use the new vocabulary they have learned.

Pupils benefit from the many opportunities the school offers. For example, the trust has designed a list of activities the pupils take part in, known as '11 before 11'. Pupils talk excitedly about their experiences including 'sleeping under the stars,' bird watching and taking part in a 'colour run.'



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

All pupils receive a broad and balanced education and the school's curriculum is ambitious. It makes clear the important knowledge that pupils need to learn, starting in the early years. In mathematics, for example, pupils in Year 2 confidently use related simple addition facts to calculate adding multiples of 10.

Teachers have secure subject knowledge and make lessons interesting. Wherever possible, practical activities, technology and visits help make learning memorable. For example, pupils make effective use of technology to research and enhance their knowledge of Greek gods.

They enjoy talking about the gods and what they represent. Pupils build their understanding well over time.

Teachers know their pupils well.

They ensure pupils regularly recap previous learning and check their understanding. This helps pupils to remember the important facts. However, a few pupils lack the necessary communication skills to talk about their learning and reflect on what makes them successful.

These pupils then develop gaps in their learning.

Reading is a priority. Throughout school, books are carefully selected for the age and interests of the pupils.

Teachers read to pupils regularly. The school carefully builds upon and checks how well pupils learn phonics. Expertly trained staff deliver these phonics lessons daily.

Any gaps in knowledge are swiftly identified and supported through regular catch-up sessions for those pupils who need it. Pupils in the school learn to read very well, including pupils with SEND.

The development of reading skills continues with a focus on developing pupils' reading fluency and comprehension skills.

However, on occasions teachers do not make the necessary adjustments in reading lessons for some pupils to access the text well enough. This means that these pupils do not achieve as highly as they could.

The school identifies the additional needs of pupils with SEND quickly and accurately.

These pupils follow the school's full curriculum. The school ensures that staff receive the training they need to help them meet the needs of pupils with SEND effectively. In lessons, they provide adaptive support where appropriate.

The school works well with parents and carers and other professionals to ensure that pupils get the extra help and support that they need. This enables pupils with SEND to access the curriculum and achieve well.

Pupils follow well-established school routines and behave positively.

There is no disruption to learning in lessons. The school teaches a behaviour curriculum, which includes opportunities for the pupils to learn to self-regulate their behaviours. It promotes positive behaviour through the 'Reach High' values.

Pupils know and follow the school's expectations well. Pupils' attendance is a high priority for the school. It communicates the importance of regular attendance at every opportunity.

The school works closely with families where attendance is a concern. As a result, pupils attend school regularly.

Pupils follow a valuable programme of personal, social and health education (PSHE).

Pupils learn about safety, including how to stay safe online. Pupils proudly carry out leadership roles, such the school parliament, sports leaders, eco-warriors. Older pupils take on the role of librarians.

They keep the library tidy and hear younger children read.

Leaders are well supported by the trust and local governors. The trust understands the strengths of the school and provides strong support to address any areas for improvement.

Staff feel well supported. They are proud to work at the school and appreciate how the school is considers their workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally teachers do not make the necessary adjustments in reading lessons for some pupils. This means that these pupils do not access the text as well as they could. The school should provide training so that teachers can use a wider range of strategies to enable all pupils to have a secure understanding of what they are reading.

• A few pupils lack the necessary communication skills to talk about their learning and reflect on what makes them successful. This means that these pupils develop gaps in their learning. The school should ensure that teachers receive appropriate training to build in opportunities for pupils to talk about their learning and deepen their understanding about what makes them successful.

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 to be good 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 first ungraded inspection since we judged the school to be good for overall effectiveness in 4–5 June 2019.