Springwood Primary Academy

Inspection of Springwood Junior Academy Aughton Lane, Aston, Sheffield, South Yorkshire S26 2AL

p.1

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Outstanding

p.1

The headteacher of this school is Rebecca Malton. This school is part of Aston Community Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Rebecca Scutt, and overseen by a board of trustees, chaired by John Barton. 20 and 21 May 2025

p.1

What is it like to attend this school?

Pupils enjoy coming to this inclusive and nurturing school. The school ensures that every pupil receives the individual support they need. Pupils with special educational needs and/or disabilities (SEND) make good progress through the curriculum because of how well learning is adapted to meet their needs. Pupils achieve well. Most are ready for the next stage of their education when they leave Year 6. Any pupils who may need extra support with the transition to secondary school receive it.

p.2

What is it like to attend this school?

The school has fostered positive relationships with families and the local community. Staff are kind and patient. Pupils know that staff will support them with any issues they raise. They feel safe. Pupils behave well and appreciate the praise that they receive. They feel safe.

p.2

What is it like to attend this school?

Pupils attend a range of clubs after school, some of which were chosen by them as activities that interest them. They enjoy trips linked to their learning, including visits to a science museum and a farm. Pupils in Years 2 and 5 attend a residential visit. This builds their confidence and independence. Pupils develop leadership skills as members of the school council and the eco team.

p.2

What is it like to attend this school?

Pupils learn how to stay safe. They are aware of risks they may encounter outside of school, for example around water or when online.

p.2

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

The school has recently made a number of changes to the curriculum. It has adopted the trust curriculum. Leaders have ensured that these changes have been adapted to the context of the school and the needs of pupils. For example, local knowledge, risks and events have been built into the curriculum.

p.2

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

Children have a positive start in the early years. The curriculum has been refined this year. It ensures pupils develop well as they move from the provision for two-year-olds through to the end of Reception. Staff training has focused on speech, language and vocabulary development. Pupils learn new words quickly. They learn to read through the bespoke phonics scheme, which is delivered consistently well across school. Pupils who need additional support receive helpful intervention. The needs of pupils with SEND are identified in a timely and effective way. Some pupils with SEND learn phonics effectively through sensory sessions and personalised lessons with staff. The school ensures that the books pupils read match the sounds that pupils are learning. There are many opportunities for children in the early years to practise writing the letters, sounds and words they learn.

p.2

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

The school has a clear approach to the teaching of reading. Staff check that pupils understand what they read. Pupils enjoy reading. They talk confidently about how they choose books and have favourite authors. Staff encourage pupils to read at home and reward them for doing so. The school rightly identified that the writing curriculum needed strengthening. Some of its work to address this is still in the early stages. Until recently, 20 and 21 May 2025

p.2

3

pupils did not have sufficient opportunities across the curriculum to practise the writing skills they have learned. As a result, some pupils’ writing skills are not as developed as they could be.

p.3

3

Across the wider curriculum, recent curriculum improvements have helped pupils to build on their previous learning. Teachers check carefully what pupils know and can remember. In most subjects, pupils can remember what they have learned. When pupils have gaps in their knowledge, staff address these well.

p.3

3

Pupils benefit from a well-planned personal development programme. This is linked in a logical way to curriculum subjects. A range of visitors and events enhance learning. Assemblies teach pupils about fundamental British values, and pupils see democracy in action when voting for pupil leaders. Pupils are taught how to be healthy. A strong physical education curriculum is enhanced by a wide range of extra-curricular opportunities. This includes clubs and competitive sporting events. The school has links to the local football team, whose members deliver some lessons and clubs. Pupils have visited the football ground to learn about sportsmanship.

p.3

3

Pupils are taught about other faiths and cultures, as well as people who live differently to themselves. They understand why some pupils may need different types of support than they do. They use the word ‘equity’ to describe this. However, some aspects of this teaching do not develop pupils’ understanding of some topics as well as others. On occasions, pupils do not have a clear understanding about different faiths or different types of families.

p.3

3

Leaders at all levels, including governors, want the very best for pupils here. They share a clear vision for the school. All have been involved in the recent refinements to the curriculum. A bespoke approach to the curriculum and additional support are in place for those pupils who have additional needs. Staff care deeply about pupils. The staff team is close-knit. They support each other and enjoy working in this school. This is a school that cares.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Until recently, the school has not ensured that pupils learn and embed their writing and transcription skills as well as they should. Pupils have not had enough opportunities to develop these skills. Some have not achieved as well as they are capable of in their writing outcomes. The school should continue to implement and evaluate the recent changes to the writing curriculum to ensure that pupils’ writing improves. 20 and 21 May 2025

p.3

4

 The school’s curriculum has not resulted in pupils having a strong enough understanding about different faiths or different types of families. As a result, pupils are not as prepared for life in modern Britain as they could be. The school should ensure that the curriculum develops pupils’ understanding more effectively in these areas.

p.4

How can I feed back my views?

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

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked-after children (children in local authority care) and/or children who left care through adoption or another formal route). 20 and 21 May 2025

p.4

School details

Dates of previous inspection 7 and 8 February 2024, under section 8 of the Education Act 2005

p.5

Information about this school

 The school is part of the Aston Community Education Trust.  The school provides a breakfast and after-school club for pupils.  The school has provision for two-year-old pupils.  The school does not use any alternative provision.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth-form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 20 and 21 May 2025

p.5

6

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the second routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with senior staff in the school. This included the principal and deputy principal. The lead inspector also met with governors, trustees and the CEO of the trust.  Deep dives were carried out in these subjects: early reading, mathematics and physical education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors discussed and reviewed the curriculum in some other subjects and looked at writing across the school.

p.6

6

 An inspector observed pupils reading to a familiar adult.  Inspectors spoke to pupils formally and informally about their learning and their experiences at school. An inspector also spoke to parents at the school gate.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour throughout the school day, including during lesson visits and at breaktime and lunchtime. Inspectors spoke to groups of pupils about their views on behaviour at the school.  Inspectors reviewed the parental responses received through the Ofsted online questionnaire, Ofsted Parent View, including free-text responses. Inspectors also considered the responses received through Ofsted’s staff questionnaire.

p.6

Inspection team

Helen Haunch, lead inspector Ofsted Inspector

p.6

Inspection team

Adrian Fearn Ofsted Inspector 20 and 21 May 2025

p.6

7

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 looked-after children, 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