The Springfields Academy

The Springfields Academy

Address: Curzon Street, Calne, Wiltshire, SN11 0DS Unique reference number (URN): 145198

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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.

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How we evaluate safeguarding

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

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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.

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Inclusion Exceptional

All pupils have special educational needs and/or disabilities (SEND). Many arrive at the school with significant barriers to learning. Leaders and staff work tirelessly to identify and remove these barriers so that every pupil can succeed. Broad targets from pupils' education, health and care plans are systematically broken down into small, achievable steps that guide staff in supporting each pupil effectively. Leaders' work, strengthened by partnership work with families and the wider community, has established a firmly embedded inclusive culture. This ensures that pupils can flourish.

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Inclusion Exceptional

A team of onsite specialist therapists provide clear guidance and targets that best support pupils with SEND, including the most vulnerable. In addition, staff expertly draw on information from parents and carers, external specialists and previous settings to shape individual pathways that enable pupils' success. Leaders constantly review and evaluate this provision to maximise pupils' learning. This includes judicious use of alternative provisions to overcome barriers to pupils' learning and/or wellbeing. As a result, pupils are increasingly well prepared for the next stage in their lives.

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Inclusion Exceptional

Additional funding for disadvantaged pupils is used very astutely. This ensures that pupils receive purposeful help that is the most appropriate for them. Consequently, additional barriers to pupils' learning and/or well being are overcome exceptionally well.

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Inclusion Exceptional

The school's expertise extends beyond its own community. The ripple effect of this work means that children and families across the country and beyond benefit from the competence rooted in this school.

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Leadership and governance Exceptional

School and trust leaders are united by a deep commitment to providing every pupil with the highest quality education possible. They share a vision to be a beacon of excellence. All decisions and actions are rooted in what is best for pupils, especially the most vulnerable. Leaders operate with care, purpose and clear impact. Their focus on maintaining an effective curriculum and high-quality teaching consistently delivers life-changing outcomes for pupils. As a result, pupils, including those from disadvantaged backgrounds, achieve very well and are well prepared for life beyond the school.

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Leadership and governance Exceptional

From the moment a child joins the school in the early years until a pupil leaves, leaders want them to achieve their full potential, regardless of their additional needs. The highly inclusive nature of the school means that leaders expertly identify and quickly reduce barriers to learning. The effect on pupils' outcomes and experiences is truly transformative, most notably for those who are disadvantaged or face additional barriers to learning. Parents and carers speak overwhelmingly positively about the difference the school makes for their child.

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Leadership and governance Exceptional

Staff work within a positive culture where teamwork and wellbeing are prioritised. Professional development is grounded in research and evidence. It builds specialist expertise and a culture of continuous learning. Flagship initiatives, including 'A-Fest', an annual festival of autism training and parental networks, demonstrate leaders' commitment

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Strong standard

to sharing expertise well beyond the school. Springfield's influence extends far beyond its own walls, transforming the practice of teachers and leaders, supporting schools and organisations worldwide, and shaping the next generation of trainee teachers.

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Personal development and wellbeing Exceptional

The school has an unwavering focus on preparation for adulthood. Starting in the early years, personal development is meticulously crafted around the precise skills, qualities and experiences pupils need to navigate adulthood with confidence. Pupils learn about themselves in their environment. Where appropriate, leaders help pupils develop self- awareness and help them to understand their own needs.

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Personal development and wellbeing Exceptional

Pastoral support is adapted for individual pupils' needs. Staff have a deep understanding of pupils' social and emotional needs. They are adept at anticipating when pupils may require time to manage their feelings or compose themselves. Staff help pupils manage those moments of uncertainty skilfully. The personal development programme includes age- appropriate sex and relationships education, where pupils learn about respect, consent and contact. Pupils also learn about healthy eating, mental wellbeing, and the risks related to drugs and alcohol. Initiatives such as 'Friendship Friday' and the 'buddy bench' help pupils better understand and support one other.

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Personal development and wellbeing Exceptional

Pupil voice runs as a golden thread throughout the school. The school's 'HEARD' (Hear, Empower, Accept, Reflect, Decisions) framework helps pupils' ideas and supports them to make a difference. Elected members of the pupil parliament write to leaders to improve lunchtime clubs or raise money for local charities, helping pupils understand democracy and British values. Pupils have a wide range of clubs to choose from, including sports such as dodgeball and basketball, as well as Beyblades and Dungeons and Dragons. Leaders track attendance to make sure everyone takes part. Many pupils attend at least one club each week. Clubs support pupils' interests and mental health and broaden their experiences. Beyond the curriculum, the school offers a range of residential trips. Younger pupils build confidence and independence gradually, from after-school activities and campfires to sleepovers. Older pupils visit Paris or go skiing in Andorra. Staff help pupils overcome any

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Personal development and wellbeing Exceptional

worries about travelling or flying. For families, allowing their child to travel abroad is a big decision, but parents and carers describe these trips as transformative for their children.

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Achievement Strong standard

Pupils' achievement is particularly striking given that many have had unsettled and sometimes disjointed experiences of education before joining the school. Pupils thrive on personalised learning pathways, making accelerated progress and regularly meeting ambitious targets. Communication and early reading are key priorities, and pupils achieve well in these areas. The curriculum is carefully designed to build essential skills and knowledge, where even the smallest steps represent significant gains. Pupils work towards qualifications that match their abilities and aspirations from Entry Level to GCSEs. Vocational options, such as bricklaying, motor vehicle maintenance and animal care, help pupils develop their skills and knowledge in other areas. Building resilience and independence, pupils move forward from their individual starting points, supported by expert staff and therapeutic interventions. Pupil achievement across the school is strong and

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Achievement Strong standard

improving year on year. Leaders identify pupils who are at risk of being not in education, employment or training. This means that they can provide timely support to prevent this. As a result, pupils are very well prepared for their next steps.

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Attendance and behaviour Strong standard

Pupils who can attend school do so regularly. Leaders analyse attendance information closely. They work with families to understand the barriers that make it difficult for some pupils to come to school. Many pupils arrive at the school with fragmented attendance. Their experience of previous schools is not positive. This changes at Springfields. Through highly personalised curriculums, pupils build confidence and enjoy school. Over time, pupils' attendance improves. Rewards, such as 'hot chocolate Fridays', motivate pupils to come to school. The successful 'Voyager' provision provides a welcoming 'home-from-home' environment for these pupils, many of whom now attend extremely well. Other internal provisions, such as 'Gold House' or 'Routes', provide pupils with the support they need to attend well.

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Attendance and behaviour Strong standard

Leaders and staff set high expectations for how pupils behave. Pupils live up to these through their actions and conduct. Behaviour is consistently positive with well-established routines and calm transitions between lessons. During social times, pupils chat to their friends, play games and sports or read quietly in the 'library pod'. Strong relationships and pastoral support help pupils to understand their feelings and manage their emotions. Pupils take on roles such as 'positive friendship ambassadors', helping their peers feel included and part of the school. As a result, bullying is rare. Pupils describe feeling safe and happy. They know they have trusted adults who sort out any issues that arise.

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Curriculum and teaching Strong standard

Leaders have designed a broad and ambitious curriculum. They have carefully identified the key knowledge that pupils learn and the order in which they will learn it. Every pupil follows a learning pathway that is uniquely their own. These pathways take account of the varied complexities of pupils' special educational needs and/or disabilities and any additional barriers to learning. They seamlessly blend therapeutic and academic approaches.

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Curriculum and teaching Strong standard

Teaching is characterised by clear routines, highly effective modelling and well-matched support that enables pupils to build securely on prior knowledge. Teachers check how well pupils engage and learn. The teaching and therapy teams use this information to adapt teaching effectively. The school rightly recognises that pupils need to build their learning on strong foundations. Reading has a high profile. For example, regular reading, consistently effective phonics teaching and access to books matched to their phonics knowledge help pupils become confident readers. Staff break learning down into manageable steps so that pupils can build securely on what they already know. The curriculum is extremely individualised and flexible. Plentiful activities help pupils to build on their communication, skills and knowledge. Consequently, pupils make notable progress through the curriculum from their different starting points.

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Early years Strong standard

Leaders have high aspirations for children in the early years. They place no ceiling on what children can achieve. From the start of Reception, children learn to follow routines. Leaders work purposefully with a range of specialists, such as occupational therapists and speech and language therapists. Staff identify children's barriers to learning swiftly. They have a secure understanding of children's needs. This ensures that children receive the right support and get off to a flying start.

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Early years Strong standard

The early years curriculum is engaging and tailored to each child's needs. All staff, alongside specialists, take a total communication approach to support children's language and vocabulary development. Staff model clear language and introduce new vocabulary through stories, songs and play. Teachers place a sharp focus on ensuring that children who are at the initial stages of learning to read gain the phonics knowledge and language comprehension they need to read. Teaching is carefully adapted to meet children's needs. This includes phonics sessions, with cues that use sight, sound or touch to support learning, individual reading routines, and activities that build children's mathematical and physical skills. The school builds positive working relationships with parents and carers. Leaders and staff maintain regular contact with parents to update them on what children are learning.

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

The school's motto, 'Building safe independent lives', is more than words. It is the driving force behind everything leaders and staff do. With an unrelenting focus on pupils' next steps, employability and readiness for adulthood, the school leaves nothing to chance. Pupils gain the skills, confidence and resilience they need to flourish in modern Britain.

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

Pupils are welcomed with friendliness and care as they arrive at school each morning. A culture of trust and respect permeates every aspect of school life. Meaningful relationships lie at the heart of the school's commitment to provide pupils with the help they need to progress and thrive. The bonds formed between pupils and staff mean pupils feel safe, valued and confident. A deep culture of belonging ensures pupils feel motivated and eager to attend school regularly.

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

Pupils live up to and embody the school's guiding values of 'resilience, respect and reflection'. A predictable daily routine and well-established high expectations help pupils to behave well. This helps them to develop extremely positive attitudes to their learning. Pupils feel safe and secure at school. Bullying is not a concern, and pupils are confident that any issues would be dealt with promptly and effectively.

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

All pupils have special educational needs and/or disabilities. The school is expert in understanding barriers to learning and implementing helpful strategies and interventions to overcome these. Across the different curriculum pathways, the school is relentless in its commitment to ensuring education is precisely matched to pupils' needs. As a result, pupils achieve very well from their differing starting points. They make notable gains in their learning, communication skills and independence.

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

Communication is central to pupils' independence. From the early years onwards, children use symbols, pictures or Makaton to express themselves and make choices. These approaches help pupils participate fully in school life.

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Next steps

Leaders should sustain the high standards in the curriculum and teaching so that children and pupils consistently achieve exceptionally high standards, detailed knowledge and skills in all elements of their learning.

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About this inspection

This school is part of Reach South 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), Thomas Leverage, and overseen by a board of trustees, chaired by Marcus Agius.

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About this inspection

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

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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.

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About this inspection

Inspectors spoke with the executive headteacher, the head of school, the special educational needs coordinator, the CEO of the trust, the school improvement director, the chair of the trust board, the chair of the local academy committee and other members of this group. The lead inspector also spoke to a member of the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school uses 7 unregistered alternative provisions and 2 registered alternative provisions.

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About this inspection

At the time of the inspection, there were 268 pupils on roll. All pupils had an education, health and care plan.

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Lead inspector:

Gavin Summerfield, His Majesty's Inspector

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Team inspectors:

Andrew Buckton, Ofsted Inspector Simon Brown, Ofsted Inspector

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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.

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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.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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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.

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Persistent absence

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

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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