Springfield Academy

Springfield Academy

Address: Salters Lane South, Darlington, County Durham, DL1 2AN Unique reference number (URN): 138088

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Inclusion Strong standard

Inclusion is at the heart of leaders' decision-making. Staff are attuned to identifying barriers to learning for pupils from the earliest point in their educational journey. Staff are highly knowledgeable about their pupils’ needs. Well-considered professional learning ensures that staff have the expert knowledge to plan the right support for pupils, enabling them to make considerable progress from their starting points. This is particularly the case for pupils with special educational needs and/or disabilities (SEND). Most of these pupils secure the important knowledge and skills in early reading, writing and mathematics in order to fully access the curriculum. They, and pupils known to social care, swiftly receive the external support and therapies they need as a result of leaders' tenacious actions. Careful leadership decisions, informed by pupils’ views, ensure that pupils, such as those with SEND, are fully

p.2

Inclusion Strong standard

included in all aspects of school life. Productive relationships with families and external agencies result in highly coherent partnerships, working in the best interests of pupils.

p.2

Inclusion Strong standard

Leaders' insightful use of extra funding supports pupils who are disadvantaged to achieve well. Their attendance and the standards they achieve by the end of Year 6 have improved over time. Opportunities to develop their resilience and independence help to ready them for their next steps to secondary school.

p.2

Achievement Expected standard

Pupils' positive achievements reflect leaders’ determination that all pupils will secure important foundational knowledge. In the early years, children typically develop the knowledge and skills they need for the next stage of their learning. Published outcomes indicate that pupils' attainment in the Year 1 phonics screening check is above the national average. The school’s focused work has led to a rise in standards in the national Year 4 multiplication check, and this is reflected in current pupils' work.

p.2

Achievement Expected standard

By Year 6, the standards pupils attain in national assessments in reading, writing and mathematics are close to the national average, including for pupils who are disadvantaged. Pupils’ attainment at the higher standard is more variable. Leaders have identified this as a next step for their work.

p.2

Achievement Expected standard

Pupils develop secure knowledge across many subjects. In a few subjects across the wider curriculum, pupils confidently recall more recent learning, but find it harder to remember what they have learned over time. Overall, pupils are well prepared for the next stage of their education.

p.2

Attendance and behaviour Expected standard

Leaders know pupils and their families well and work tirelessly to understand and address the underlying reasons for pupils' absences. Leaders are vigilant. Efficient ways of working ensure swift follow-up if a pupil is not in school. Staff understand the important role that they play in supporting attendance. Pupils' sense of belonging and enjoyment of school contribute to their desire to engage fully in all that school offers. They increasingly attend well. This is particularly the case for more vulnerable pupils, where the support for individual pupils' needs has helped them to attend regularly.

p.3

Attendance and behaviour Expected standard

Clear routines and shared expectations have resulted in calm and purposeful classrooms where pupils typically behave well and learn with enthusiasm. Pupils are supported to develop a mature understanding of the consequences of their actions and to think carefully about the impact they have on others. Bullying is rare. Swift, proportionate and thoughtful action is taken on the few occasions where pupils have used inappropriate language. This effective action has led to a reduction of incidents over time. When some pupils occasionally struggle to meet the school’s expectations for their conduct, staff are patient and tenacious in equal measure. They explore the reasons for the behaviour and quickly work out the right support for pupils. This leads to notable improvements over time in some pupils’ behaviour.

p.3

Curriculum and teaching Expected standard

Leaders' well-considered improvements to the curriculum, including in reading and mathematics, enable most pupils to secure the strong foundations they need for their future learning. Leaders provide effective support and training for staff to develop their expertise. The impact of this can be seen in the skilful development of pupils’ language. Staff help pupils to use ambitious words and well-crafted sentences. The school's well-thought-out approach to teaching pupils number fluency includes a careful focus on teaching pupils to recall multiplication facts.

p.3

Curriculum and teaching Expected standard

In all classes, staff routinely assess gaps in pupils’ knowledge and rapidly work to address these. Teaching is highly inclusive, with sensible adjustments so that most pupils can access the same curriculum as one another. Additional adults provide well-judged support for pupils' needs. Leaders and staff take thoughtful action to steadily reduce barriers to learning for pupils, including for those who are disadvantaged or those with special educational needs and/or disabilities.

p.3

Curriculum and teaching Expected standard

Occasionally, some tasks that staff plan for pupils do not focus enough on how to develop pupils' deep knowledge and understanding of aspects of subjects well. This includes in a few subjects across the wider curriculum, such as history. Leaders are aware of this priority and have started to strengthen this aspect of teaching.

p.3

Early years Expected standard

Leaders have established an ambitious vision for early years. This is shared by all staff, who ensure that barriers to learning are swiftly identified for children and that timely support is put in place. This is particularly the case for children who are disadvantaged and those with special educational needs and/or disabilities. Staff have an accurate and shared understanding of what each child is working towards and plan the provision they need. As a result, most children achieve well across all aspects of their learning and development.

p.3

Early years Expected standard

Vibrant daily story times, rhymes, songs and meaningful conversations and discussions support children to build their language and communication skills. They are eager to chat about their work and play. Effective phonics teaching supports children to develop their early reading skills well. Alongside this, children learn to hold their pencil correctly and to form their letters and numbers accurately. This begins in the Nursery Year, where they use tweezers to pick up noodles to develop their grip and improve their core strength through lots of physical activity.

p.4

Early years Expected standard

Clear routines and well-modelled expectations help children learn to regulate their behaviour and begin to navigate their emotions. They form positive friendships and learn to get along with each other.

p.4

Leadership and governance Expected standard

Leaders’ determined vision and well-organised improvements have created a school that includes all its pupils. Leaders' passion is shared by all staff. Everyone knows the part they play in the school's provision and development and is valued for it. Leaders put pupils at the heart of each decision that they make. They have identified and prioritised the right actions to improve the school. As a result, pupils behave well, increasingly attend well and secure important knowledge. The most vulnerable pupils flourish.

p.4

Leadership and governance Expected standard

Leaders place a strong emphasis on forging productive relationships with the local community. Families feel they and their children are known and respected. They praise the pastoral and academic support, seeing leaders and staff as trusted partners. Parents of pupils with special educational needs and/or disabilities speak highly of the support that their children receive and the progress they make.

p.4

Leadership and governance Expected standard

Staff are proud of the school and full of praise for the support from leaders. Staff benefit from their professional learning, noting how training from various sources has helped them to meet the needs of more vulnerable pupils.

p.4

Leadership and governance Expected standard

Governance is effective. Those involved have a clear understanding of the school’s context and priorities and have an appropriate oversight of their statutory responsibilities. Their constructive relationship with leaders and staff is characterised by support and appropriate challenge.

p.4

Leadership and governance Expected standard

Leaders' insightful monitoring of key aspects of the school’s work, such as attendance, phonics and oracy, has led to well-considered actions and notable improvements. However, in a very few areas, the monitoring undertaken by leaders is not so incisive. In a few subjects, some of leaders' action planning is less sharply focused on the impact of the curriculum and teaching and how the school will enable pupils to achieve even higher standards in their academic work.

p.4

Personal development and wellbeing Expected standard

Leaders have established a well-considered programme of personal development, which is responsive to the local context and the needs of pupils. Well-trained staff teach this well. Through thoughtful checks on how well pupils learn the curriculum, leaders and staff know where the school needs to revisit any gaps in pupils' knowledge. As a result, pupils typically develop a secure understanding in most areas of the school's programme. For example, they understand the risks online to their safety and how to maintain a healthy lifestyle. Pupils’ knowledge of other faiths is less thoroughly developed.

p.5

Personal development and wellbeing Expected standard

Inclusion is at the core of the personal development programme. Leaders place the needs of their most vulnerable pupils at the forefront of their programme design. The school's highly effective pastoral support is valued by pupils and families. Adaptations are made for pupils, such as those with special educational needs and/or disabilities, so that they benefit fully from the same opportunities as their peers. This includes enrichment to support their social and cultural development. Pupils enthusiastically recall their work linked to the 200th anniversary of the Stockton-Darlington railway. Specific programmes and wider opportunities are developed with pupils’ needs in mind. For example, sustained opportunities to develop positive mental health enable pupils to become more resilient. Opportunities to engage in a careers fair and to visit local colleges and universities help pupils to consider their future.

p.5

Personal development and wellbeing Expected standard

Pupils demonstrate genuine care and understanding for each other, including towards those who may be different to them in some way. They are tolerant and accepting. This marked culture starts well in the early years and continues throughout the school. Pupils understand the values that are important in modern Britain, such as respect, democracy and the rule of law. Older pupils are excellent role models. They thrive on the leadership opportunities they take up, such as supporting sports activities at playtime or inspiring others to protect the environment as eco-warriors. They take care of their school, pick up litter and help others to play safely. They develop the knowledge and skills they need to become responsible citizens.

p.5

What it's like to be a pupil at this school

Pupils flourish in this highly inclusive school. They feel part of the Springfield family. As they arrive at school, they and their families are greeted warmly. They feel known and valued by staff.

p.5

What it's like to be a pupil at this school

Pupils respond well to the school's high expectations. Staff tailor support to help pupils to achieve well. This begins in the early years, where children are helped to secure the foundations they need in reading, writing and mathematics. Across the school, well-focused teaching ensures that pupils are well prepared for the next steps in their education. Thoughtful developments to the school's curriculum and teaching have led to improvements in the standards achieved by pupils by the end of Year 6.

p.5

What it's like to be a pupil at this school

Pupils appreciate the caring relationships they enjoy with staff and other pupils. Pupils typically behave well, guided by the established routines and expectations. They develop confidence. Increasingly, they understand that when something is tricky, it is just a question of not yet understanding how to tackle it effectively.

p.5

What it's like to be a pupil at this school

Pupils are supported to learn to manage their emotions well. They show consideration for others. Bullying is rare and pupils feel safe. They know how to get help if they have any worries or concerns. As pupils move through the school over time, they develop mature and tolerant attitudes. Pupils benefit from the leadership opportunities to become sports crew, eco-warriors, school councillors or playground pals. Older pupils spot when younger pupils need some help and are quick to step in and offer support.

p.6

What it's like to be a pupil at this school

Pupils enjoy school and are keen to engage in their lessons and the wide range of opportunities the school offers, such as the summer show and 'the chillax club'. They increasingly attend when they should. Pupils benefit from the shared site with a secondary school, as Springfield leaders take advantage of specialist teaching in modern foreign languages for primary pupils. Pupils enjoy regular swimming lessons at the on-site pool.

p.6

Next steps

Leaders should build on the school’s effective teaching so that the tasks and activities selected by staff enable pupils to deepen their knowledge and understanding and achieve the high standards of work of which they are capable. Leaders should sharpen the monitoring of the impact of curriculum and teaching in some foundation subjects so that they can more precisely plan the actions needed to ensure highly effective teaching across all subjects.

p.6

About this inspection

This school is part of the Education Village 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 (CEO), Mike Butler, and overseen by a board of trustees, chaired by Ed James.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with the headteacher, the executive principal, other school leaders and staff during the inspection. The lead inspector met with the chair of the board of trustees, the CEO of the trust and members of the trust's local education standards committee, who are responsible for local governance.

p.6

About this inspection

The school currently uses no alternative provision.

p.6

Team inspectors:

Eleanor Belfield, His Majesty's Inspector Chris Baines, Ofsted Inspector

p.7

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.7

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.8

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.9

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.9

average

2023/24 (final) 57% 61% Close to average

p.9

average

2022/23 (final) 53% 60% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2024/25 (final) 79% 75% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

average

2024/25 (final) 79% 72% Close to average

p.10

average

2022/23 (final) 69% 71% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2024/25 (final) 79% 74% Close to average

p.10

average

2022/23 (final) 66% 73% Close to average

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

national average

2023/24 (final) 44% 46% Close to average

p.11

national average

2022/23 (final) 33% 44% Close to average

p.11

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.11

average

2022/23 (final) 50% 60% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

average

2023/24 (final) 50% 58% Close to average

p.11

average

2022/23 (final) 67% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

average

2022/23 (final) 58% 59% Close to average

p.12

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.14

national average

2024/25 (3 term) 5.2% 5.2% Close to average

p.14

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

national average

2024/25 (3 term) 14.5% 13.0% Close to average

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.15

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.15

Urgent improvement

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.15

Urgent improvement

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.15

Urgent improvement

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

p.15

Urgent improvement

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

p.15