Springwell Community College

Highlights from Latest Inspection

What is it like to attend this school?

Springwell Community College has been through a transformative change in recent years. This is reflected in the views of pupils and many parents and carers.

Pupils know and demonstrate the school's values of 'ambition, commitment and kindness'. They value the rewards they receive, including the 'golden tickets' for demonstrating the school values.

The school has high expectations of all pupils' academic achievement.

With a strengthened curriculum, pupils, including those with special educational needs and/or disabilities (SEND), are now learning more successfully than they did in the past.

The school has worked hard and developed routines to promote ...a positive learning environment for all pupils. There is a consistent approach across the school to how behaviour is managed and there are high expectations for behaviour.

Most pupils understand and meet these expectations. The school is calm and orderly. Pupils typically behave sensibly in lessons and at unstructured times.

They are polite and well-mannered. They treat each other, and staff, respectfully. Bullying appears rare and pupils trust adults to deal with it.

As a result, pupils feel happy and safe in this school.

One parent, typical of many, stated: 'The staff are kind and caring, and encourage the children to be the best they can be'.

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

Previous weaknesses in the school's curriculum failed to prepare pupils well enough for their next stages in education, employment or training.

The school has redesigned and significantly strengthened the curriculum in all subjects. Improvements in the quality of education provided by the school are benefitting pupils, who have an increasingly detailed understanding of the subjects that they learn. However, the published outcomes for pupils at the end of Year 11 are lagging behind the strides that have been made in the quality of education that pupils receive.

Teachers are well-trained and knowledgeable. The school has identified consistent and effective strategies to deliver the curriculum through the 'Springwell lesson'. Teachers ensure that pupils regularly revisit the most important content in each subject.

Some pupils have gaps in their knowledge as a result of previous weaknesses in the curriculum. The school makes regular checks on what pupils know. In the most effective lessons, teachers use information from these checks to adapt their teaching well.

In some lessons, teachers do not routinely use this information to close any gaps in pupils' knowledge or address misconceptions more quickly.

The school accurately identifies any additional needs that pupils may have, including for pupils with SEND. Teachers get clear information about how they can meet these needs.

Most staff use this information well to support these pupils. Pupils with SEND access the same curriculum as their peers. Their outcomes are improving.

The school quickly identifies pupils who need support to become confident and fluent readers. Staff use assessment strategies well to ensure that these pupils get the right level of support. This support helps these pupils to improve their reading skills.

Attendance is a high priority for the school. The school has taken action that has begun to improve rates of attendance. Pupils' attendance is slowly rising.

Despite this, too many pupils continue to have high levels of absence from school, particularly pupils with SEND.

Suspensions have been higher than the national average. Suspensions have considerably reduced during this academic year as a result of the school supporting pupils to reflect and understand the impact of their conduct on others, and the consistent application of the school's behaviour policy by staff.

This is a trend that leaders are determined to continue.

The school's personal development programme celebrates diversity. Pupils have a clear understanding of how to stay safe and be healthy.

The extra-curricular programme includes house competitions and master classes. Pupils benefit from effective careers education and guidance. Events such as careers fairs provide pupils and parents with detailed information about the opportunities available to them.

The school and multi-academy trust are united in their vision to improve the school. They have brought about changes that are having a positive impact on many aspects of the school's work. This is underpinned by effective professional development, which includes a college-wide coaching programme for teachers.

Leaders are considerate of staff well-being and workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, the school's use of assessment does not accurately check pupils' knowledge and how well pupils have understood important concepts.

As a result, some pupils move on to new learning before they are ready, or there are gaps in their learning that impact on their progress. The school should ensure that assessment enables teachers to gain a secure picture of pupils' knowledge and understanding and adapt their teaching accordingly. ? Too many pupils, particularly pupils with SEND, have high levels of absence from school.

While the school has taken action that has begun to improve rates of attendance and pupils' attendance is slowly rising, this is not yet having the impact it needs to. This restricts their progress, because they miss out on learning as well as the wider opportunities on offer. The school should continue to work with pupils and families to ensure that they identify and overcome barriers to pupils' attendance, so that pupils attend school regularly.