Springwell Harrogate

Springwell Harrogate

Address: 59 Grove Road, Harrogate, North Yorkshire, HG1 5EP Unique reference number (URN): 140077

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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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Achievement Expected standard

Pupils typically achieve well from their starting points. They make notable progress in their communication skills and personal, social and emotional development. They gain the skills they need to manage their emotions and their behaviour effectively. All pupils struggled to engage in school life before attending Springwell Harrogate. Here, most pupils achieve success. They improve their social skills and readiness to learn. Most pupils are successful in their ability to move on to their next steps in education, training or employment.

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Achievement Expected standard

Pupils develop their knowledge in English and mathematics. They improve their reading skills and extend their vocabulary. Pupils gain functional skills qualifications in English and mathematics, with some undertaking GCSEs. Most improve their attendance and learn important life skills. They develop the self-esteem and confidence required to aspire to future education and careers. However, some pupils do not achieve as well as they could in writing.

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Attendance and behaviour Expected standard

Improving pupils’ attendance is essential to the school’s work. Some pupils have been permanently excluded from their previous schools and some are at risk of permanent exclusion. Leaders have secure procedures to promote pupils’ attendance and follow up on absences. They work with pupils and their families and external professionals to overcome pupils’ barriers to regular attendance. Leaders are tenacious in their approach to encouraging pupils to engage in school life. During their time at the school, the attendance of most pupils improves significantly. Pupils and parents and carers appreciate the flexibility of the school's offer. Staff work purposefully to relieve pupils' anxieties and meet their needs. Pupils grow in confidence and are supported to flourish in the school's nurturing environment.

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Attendance and behaviour Expected standard

Staff possess the necessary expertise to support pupils' behaviour and social, emotional and mental health needs skilfully. Warm, caring relationships are at the heart of the school's approach. Staff understand pupils' behavioural needs and provide sensitive, personalised support. Leaders maintain high expectations and clear routines, which support positive improvements in pupils' behaviour and attitudes to learning. Incidents of bullying or discrimination are addressed effectively, ensuring pupils are kept safe. Pupils appreciate that they can trust staff to help them when needed.

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Curriculum and teaching Expected standard

Most pupils stay at the school for short periods of time before returning to their home schools or moving on to other schools or colleges. A small number of pupils stay for longer. Leaders have designed a suitable curriculum that considers pupils' different starting points and the possible length of their time at the school. It is ambitious and sequenced so that pupils build their knowledge progressively. The curriculum prioritises pupils' learning in English and mathematics and experiential learning. Pupils learn essential knowledge and skills and develop their understanding of effective communication and social skills. Staff have an in-depth understanding of what each pupil needs to be ready to move on to their next stages. Pupils benefit from small-group and one-to-one teaching. Staff know pupils well. Learning is tailored towards pupils' personal targets. Staff have regular training to deliver the curriculum successfully. They adapt learning effectively to help pupils make

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Curriculum and teaching Expected standard

positive progress through the curriculum. However, staff do not provide precise enough support to pupils who have barriers to writing or those in the early stages of learning to write. As a result, some pupils do not have suitable support when writing and some do not develop their writing skills as effectively as they could during their time at the school.

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Inclusion Expected standard

The school provides an effective and inclusive environment for pupils who have experienced significant challenges at their previous or current mainstream schools. Leaders are resolutely determined to provide pupils with a clean slate and a successful opportunity to re- engage with education. This is underpinned by dedicated staff who receive relevant training. Staff provide personalised learning and support to prepare pupils well to either return to their home schools or move on to new schools or post-16 destinations.

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Inclusion Expected standard

Leaders identify pupils' individual needs accurately. Pupils receive effective support focused on helping them to build positive relationships with staff and succeed in education. Staff provide skilled support to meet pupils' social, emotional and mental health needs and expert pastoral care. This ensures that pupils feel secure and ready to learn. Most pupils re- establish their confidence in the learning environment.

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Inclusion Expected standard

Leaders work in partnership with parents and carers and external professionals and, when relevant, pupils' home schools. This fosters a cohesive, united support network for each pupil. Leaders collaborate very effectively with the local authority to ensure that the individual requirements of pupils with education, health and care plans and those known to social care are precisely met.

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Inclusion Expected standard

Leaders use additional funding to support disadvantaged pupils to learn well and access equal opportunities. Alternative provision is used appropriately. Leaders check carefully that the provision supports pupils' interests and next steps in education, training or employment.

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Leadership and governance Expected standard

Leaders' ambition to change pupils' lives shines through the school’s vision for pupils to reintegrate in education and be successful in their next steps. Leaders have an accurate understanding of pupils’ special educational needs and/or disabilities and their individual situations. They work purposefully, and with considerable success, to secure successful destinations for pupils when they leave the school. Leaders have high expectations for the quality of education and support for pupils’ welfare. They promote a culture of aspiration and care that supports pupils to overcome barriers and re-engage with learning.

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Leadership and governance Expected standard

Leaders make strategic choices based on pupils' best interests. They work purposefully with the local authority, pupils’ home schools and leaders from local schools to review pupils’ provision and plan what next steps will be appropriate for each pupil. Trust specialists and external professionals work in partnership with staff to meet pupils’ needs well. Parents and carers typically praise the difference the school has made to their children’s lives. They value the way the school has given them hope and provided their children with 'the best opportunities available’. The school community shares an unwavering ambition to re-engage pupils in education so that they can reach their full potential.

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Leadership and governance Expected standard

The trust and regional governing board have a range of relevant knowledge and skills to provide high levels of challenge and support to the school. The school benefits from its partnership and shared expertise with other specialist settings within the trust. Leaders prioritise staff wellbeing and ensure workloads are manageable. Staff appreciate the support and training that leaders provide to help them to do their jobs well. Leaders for the school and trust are resolute in their determination to remove barriers to future success for all pupils.

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Personal development and wellbeing Expected standard

Pupils benefit from a well-organised programme for their personal development and wellbeing. Championing pupils’ holistic welfare is at the core of the school’s ambition to make a tangible difference to pupils’ lives. The personal, social, health and economic education curriculum is designed to ensure that pupils learn the most pertinent content to keep them safe and prepare them for life in modern Britain. Pupils learn age-appropriate relationships and sex education and health education. Staff tailor important topics of learning when needed to ensure pupils understand aspects such as fundamental British values, online safety and the risks of substance misuse. Pupils develop awareness of diversity and the importance of treating others with respect. Staff know how to best support pupils who have experienced trauma in their lives. They are highly effective in helping pupils to be ready to learn.

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Personal development and wellbeing Expected standard

Pupils understand that the school is a safe place where they are valued by compassionate staff. Pupils enjoy their ‘real life’ learning as part of the experiential curriculum. Through this offer, pupils participate in a range of sports and outdoor education activities such as fishing, mountain biking, climbing and animal handling. They develop their resilience, broaden their knowledge of different workplaces and learn how to communicate respectfully. Activities such as cooking and sharing meals planned and cooked by themselves help pupils to develop important life skills. Pupils enjoy music therapy tailored to their individual needs. They benefit greatly from the school's work with external specialists and professionals, who provide skilled support for their mental health and wellbeing.

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Personal development and wellbeing Expected standard

A suitable careers programme is in place. Staff help pupils to consider suitable further education providers and potential employment and training options. Pupils receive independent careers advice and guidance to help them to make informed next steps. Most pupils who leave the school in Year 11 go on to successful destinations.

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

This school offers pupils an opportunity to re-engage in school life and make a fresh start to their education. Pupils have become disconnected with education at their previous schools, and most have missed significant periods of learning. This school welcomes them with open arms. It is a calm environment where staff genuinely care and get to know pupils very well. Pupils are nurtured, feel safe and are valued as individuals. Every pupil is treated with equal dignity and respect. Pupils appreciate that the school encourages them to be themselves and learn in ways that are comfortable and meet their needs. Their needs are understood. Pupils with special educational needs and/or disabilities and disadvantaged pupils are well supported.

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

Most pupils have significant behavioural needs. Skilled staff help pupils to develop ways to manage their emotions and behaviour effectively. Pupils gain essential social skills and learn to regulate their behaviour. They develop increasingly positive attitudes and enjoy being at school. Bullying or discrimination is not tolerated. Pupils are confident that staff will take effective action to address any worries or poor behaviour.

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

The school works purposefully with external professionals to assess, identify and meet pupils’ needs in a timely way. Pupils typically make positive progress from their individual starting points. The curriculum supports pupils to build important knowledge and skills academically and through practical learning in the community. Leaders ensure that barriers to learning are reduced so that pupils can maximise their time at the school. Pupils are encouraged to be aspirational. Most pupils gain qualifications that help them with their next steps.

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

The school provides various opportunities for pupils to develop their life skills. These help pupils to consider their future options for further education and employment. Pupils enjoy trips and experiences that broaden their interests and enrich their learning. These include visits to museums, ice-skating, snowboarding, visits within the local community and workshops delivered by visiting speakers.

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Next steps

Leaders should ensure that pupils with barriers to writing, or who are in the early stages of learning to write, are appropriately supported and have sufficient opportunity to develop their writing skills.

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About this inspection

This school is part of Wellspring 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), Mark Wilson, and overseen by a board of trustees, chaired by Cheryl Hobson.

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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 principal, the executive associate principal, the associate principal, other senior leaders for the school and trust, designated safeguarding

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Lead inspector:

Stephanie Innes-Taylor, His Majesty's 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?

leads, the special educational needs and/or disabilities coordinator, the chair and vice chair of the regional governing board and the CEO of the trust. The lead inspector spoke on the telephone with the head of North Yorkshire virtual school and leader for the school's commissioned alternative provision. Inspectors spoke with some pupils and staff and considered the responses to Ofsted's online surveys.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school currently makes use of one unregistered alternative provision.

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What does this mean?

The school operates as a pupil referral unit.

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What does this mean?

All pupils have special educational needs.

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What does this mean?

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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What does this mean?

The school has undergone the following significant change since the last inspection:

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What does this mean?

The school has a regional governing board that oversees this school and other specialist schools within the trust.

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What does this mean?

Executive principal: Scott Jacques 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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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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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

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 .

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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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