Springwell Special Academy

Inspection of Springwell Special Academy St Helen's Boulevard, Carlton Road, Barnsley, South Yorkshire, S71 2AY

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Outstanding 8 and 9 March 2022

p.1

What is it like to attend this school?

Relationships between staff and pupils are positive. This puts pupils at ease and helps to create a calm and supportive environment for learning. Staff know pupils well and are sensitive to their individual needs, for example, recognising when a pupil isn’t comfortable sharing their work with others until it is finished.

p.2

What is it like to attend this school?

The pastoral team, along with staff based in each classroom, provide a team of support around each individual. Pupils’ social, emotional and mental health needs mean they sometimes find it difficult to manage their emotions. This stalls the learning for individuals at times. However, staff make use of de-escalation techniques to minimise any disruption to other pupils. Staff support pupils to make amends as needed and quickly get back to work.

p.2

What is it like to attend this school?

Leaders have made sure pupils study a broad curriculum, which is responsive to any issues pupils are facing. This helps pupils to feel safe and be well equipped to meet challenges and manage risks they may encounter. For example, if pupils are concerned about bullying, they are confident to speak to a trusted member of staff. They know staff will listen to them and support them.

p.2

better?

Many staff and leaders are new to post. New leaders have reviewed the curriculum and pupils’ wider educational experience and have a clear vision about their ambition for pupils. For example, leaders are determined that all pupils will meet their education, health and care plan (EHC plan) targets and will work towards GCSEs in English and mathematics.

p.2

better?

Leaders know the importance of making sure all pupils learn to read, so they can access the full curriculum. They have introduced a new programme to teach phonics in key stage 1. However, there has been limited training for staff and leaders so far. This is affecting how effectively the new programme is being implemented. In phonics lessons, pupils do not get enough practise to enable them to learn to read as soon as they should. This also affects how well they learn the basics in writing, such as letter formation and the use of phonics for spelling. Support for older, struggling readers is not always provided, despite this being a priority for some pupils.

p.2

better?

In other subjects, leaders have introduced published schemes or have reconsidered their existing curriculum plans. New and adapted plans are resulting in greater consistency and continuity in the way the curriculum is being implemented across the school. Revisions to the curriculum have sharpened the focus on developing the subject-specific knowledge needed across the range of subjects studied. Teachers use their knowledge of individuals and the resources available to adapt their teaching. They provide support which meets pupils’ individual needs and address any gaps in learning. In lessons, staff help pupils to build on their prior learning. They check pupils have remembered important knowledge that will be required for their next steps in learning. 8 and 9 March 2022

p.2

3

Special educational needs coordinators (SENCos) oversee the process for reviewing pupils’ EHC plan targets and checking the effectiveness of the provision in place to meet pupils’ special educational needs. They work closely with leaders, staff and external agencies to make sure pupils’ needs are accurately identified and supported.

p.3

3

The wider curriculum, beyond academic subjects, is tailored to meet the needs of pupils at this school. Personal, social and health education is interweaved through many aspects of school life. However, opportunities such as after-school clubs have been reduced as a result of the pandemic. Careers information, education and guidance meets the requirements of the Baker clause. A range of pathways help pupils understand what they need to move on to their identified next steps.

p.3

3

Leaders have put effective systems in place to encourage good attendance and reduce persistent absence. Attendance had begun to improve before the pandemic. Absence is currently high, but actions taken are having a positive impact.

p.3

3

The use of part-time timetables has changed and been reduced since the last inspection. Their use is reviewed for each individual, so that adjustments can be made and pupils can get back to full time face-to-face education as quickly as possible.

p.3

3

There are well developed systems for governance. Governors are aware of the challenges facing the school, such as recruitment and retention, and the impact of COVID-19 on pupils. Governors are responding to these concerns. For example, a recruitment strategy group has been formed.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

A new team of leaders has been proactive in prioritising the ongoing development of safeguarding processes. They regularly review systems and procedures. An external review has also helped them to check the effectiveness of arrangements. By keeping a close eye on any issues emerging, leaders have made some necessary adaptations to training and the curriculum. Frequent training for staff is responsive to the context of the school, the local area and reported concerns. This has kept staff well informed and confident to identify and act on their concerns, so that pupils get the timely support they need.

p.3

(Information for the school and appropriate authority)

 Leaders have recently introduced a new approach to teaching phonics. Training has not been sufficient to give staff the expertise they need to teach reading well. Older pupils who have already fallen behind with reading and urgently need to catch up are not receiving enough, if any, support. Leaders need to prioritise staff training in phonics for leaders and staff. Leaders should check that phonics is delivered with 8 and 9 March 2022

p.3

4

rigour and consistency. They should make sure all pupils receive enough practise, both in lessons, and through additional intervention as necessary, to ensure pupils quickly become fluent readers.  Absence and persistent absence are high. Pupils, therefore, do not benefit as well as they should from their education. Leaders should continue to take action to reduce absence and persistent absence as quickly as possible.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, 'disadvantaged pupils' refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 8 and 9 March 2022

p.4

School details

Inspection number 10200661 Type of school Special

p.5

School details

School category Academy special converter

p.5

School details

Website www.springwelllearningcommunity.co.uk

p.5

School details

Date of previous inspection 16 January 2018, under section 8 of the Education Act 2005

p.5

Information about this school

 Springwell Special Academy caters for pupils with social, emotional and mental health needs.  The school operates on one main site with two additional satellite sites which are based within mainstream secondary schools: Holy Trinity Catholic and Church of England School, Carlton Road, Barnsley S71 2LF; and Kirk Balk Academy, West Street, Hoyland, Barnsley, S74 9HX.  There have been significant leadership and staffing changes since the last inspection.

p.5

Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors discussed the work of the school with a wide range of senior leaders including the executive principal, headteacher, two SENCos and those responsible 8 and 9 March 2022

p.5

6

for safeguarding and behaviour. Meetings also took place with three governors, the chief executive officer and deputy chief executive officer.  Inspectors carried out deep dives in early reading, mathematics and history. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The lead inspector listened to some pupils read. Visits to lessons taking place at the satellite sites were also made.  Inspectors also spoke to leaders about the curriculum for pupils’ personal development. Inspectors carried out both formal and informal discussions with pupils and staff. Responses to Ofsted’s parent and staff surveys were also considered.  Inspectors examined information about pupils’ attendance, behaviour, safeguarding.  Inspectors explored the effectiveness of support provided for a sample of pupils

p.6

Inspection team

Kirsty Godfrey, lead inspector Her Majesty's Inspector

p.6

Inspection team

Christine Durand Ofsted Inspector 8 and 9 March 2022

p.6

7

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7