Springwell Alternative Academy Grantham

Highlights from Latest Inspection

What is it like to attend this school?

The ethos of the school is expressed through the 'golden threads'. These include values such as 'genuine care' and 'patience and resilience'. Leaders and staff uphold these values.

There is a strong focus on catering for pupils' individual needs and circumstances. Staff know and understand the pupils very well. The aim is to provide 'second chances' for pupils who have struggled to cope in a mainstream setting.

Parents and carers praise the care and education that their children receive. A typical comment is: 'My child is very happy and settled and enjoys going in every day.'

Pupils' behaviour in lessons is usually calm and cooperative.

They take pa...rt in well-planned learning activities, supported by skilled staff. Strong relationships between staff and pupils promote positive attitudes to learning. During their time at the school, the behaviour of some pupils has significantly improved.

Most pupils have also improved their rates of attendance.

Pupils say that they receive regular teaching about bullying. They understand that it is wrong.

They know to speak to a trusted adult if they have concerns. Staff are quick to respond to any allegations of bullying. Many pupils say that they feel safe at the school.

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

Pupils join the school at any point in the year. Some attend part time, or for a short placement. Others remain at the school until the end of Year 11.

In response, leaders have constructed a curriculum that prioritises the core subjects of English, mathematics and science. There is a corresponding focus on promoting pupils' personal development and supporting their social, emotional and mental health needs. Leaders' aim is to enable pupils to achieve success when they leave the school.

This applies equally to pupils with special educational needs and/or disabilities.

Pupils can also access a range of topics and subjects, accreditations and qualifications. Leaders have prioritised the important knowledge and skills that pupils need to gain, in all areas.

In lessons, staff regularly recap what pupils already know when introducing new concepts. This helps pupils to know and remember more. For example, in mathematics, pupils were working out how much change was required from £20.

They used familiar methods to tackle the new task with confidence.

Teachers check how well pupils are doing during lessons. They use these assessments to plan the next steps for individual pupils.

There is a strong focus on reading. The three library areas contain a range of high-quality books, both fiction and non-fiction. Leaders have deliberately chosen some texts to reflect cultural diversity.

Staff assess pupils' reading ability as soon as they join the school. Pupils of any age who are at the early stages of reading follow a systematic phonics programme. They read from books that closely match their phonics knowledge.

Staff provide consistent, skilled support. Pupils are developing well as fluent, confident readers.

Sometimes, pupils struggle to regulate their behaviour.

When this happens, staff step in to help, so that lessons are not unduly disrupted. There are clear policies for behaviour expectations and management. Leaders have ensured that all staff receive the required training.

Occasionally, however, staff do not consistently apply the methods set out in the policies. Leaders have not checked closely enough to make sure that they pick up on these inconsistencies.

Leaders promote pupils' broader development well.

The curriculum for personal, social and health education (PSHE) is strong. Pupils have opportunities to learn about, and discuss, a wide range of real-life topics. There is an increasing focus on developing pupils' awareness of differences, and of cultures other than their own.

Pupils say that they treat everyone equally.

Some pupils feel that they have limited opportunities to express their views in school. Leaders wish to expand how they can more meaningfully gather the views of pupils about the life of the school.

Staff say that leaders prioritise their workload and well-being. They praise the range of training opportunities provided by the multi-academy trust.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and staff place high importance on safeguarding. There are robust policies and procedures in place to identify and record any concerns, however minor. Staff know pupils well and are quick to spot signs of concern.

Leaders say that their 'door is always open' for staff to seek advice. Staff agree that pupils' safety is paramount. Leaders ensure that training is up to date for all staff and governors.

Leaders liaise effectively with parents and external agencies to ensure that pupils are safe. Pupils learn how to stay safe when online, and how to recognise harmful sexual behaviour.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not feel that leaders take their views about the school into account as well as they could, including in relation to how staff manage pupils' behaviour.

As a result, they do not always feel as well supported or listened to as they may wish to be. Leaders are aware and have plans to resolve this, including through staff recruitment and by creating more occasions to capture pupils' opinions. Leaders should ensure that these proposals enable them to gather pupils' views about the school, including in relation to behaviour management, and that this informs future strategies and school improvement planning.

• Leaders' monitoring of aspects of the provision is not as sharp as it should be. As a result, leaders have not ensured that staff consistently implement all strategies, including in how they support pupils to regulate their own behaviour. Leaders at all levels, including governors, should make sure that their monitoring of the provision is precise enough to ensure that staff's practice consistently follows policy and leaders' expectations.