Springboard Education

Springboard Education

Address: 55 South Street, Lancing, West Sussex, Lancing, West Sussex, BN15 8AN Unique reference number (URN): 135180

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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. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Attendance and behaviour Strong standard

Pupils' attendance is excellent. They often arrive with historically low attendance rates and poor attitudes to learning. Leaders work tirelessly to improve these. They track pupils' attendance carefully. This helps them to act swiftly and to provide pupils with a range of support. This help is very effective, and pupils' attendance usually swiftly improves. The school has maintained high levels of attendance compared with similar pupils over time.

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Attendance and behaviour Strong standard

Leaders track behaviour incidents carefully. They quickly identify trends and patterns, or pupils who may need additional support to behave well. This helps pupils to address their own behaviour and to engage positively. The school tracks incidents such as bullying carefully. The school has designed a thoughtful approach to manage these issues. As a result, repeat incidents are rare and suspensions have reduced sharply over time.

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Attendance and behaviour Strong standard

Staff have very high expectations of pupils. They model these expectations clearly and this helps pupils to behave well. Clear expectations help new pupils to settle quickly and behave positively. Staff care deeply about pupils and build meaningful relationships with them. Pupils trust staff completely and know they will swiftly deal with any challenges. Pupils enjoy learning. They listen carefully to instructions. Classrooms are purposeful and pupils focus well. This adds to the sense of calm across the school.

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Inclusion Strong standard

The school is deeply inclusive. There are well-conceived processes to identify pupils' needs. These needs are communicated effectively through high-quality pupil passports that help staff to know pupils very well. The school has sharply defined processes to identify the needs of pupils known to social care. Key staff work closely with the virtual school. This helps them to build their knowledge of these pupils and provide them with the support they need to thrive.

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Inclusion Strong standard

Leaders use their detailed knowledge of pupils to provide a range of support. This begins with well-planned personalised programmes for each pupil, which align carefully with the school's curriculum. Teachers adapt learning skilfully to meet pupils' individual needs. The school ensures that staff provide this support at a consistently high level. Staff receive a thoughtfully planned programme of professional learning. Leaders and staff skilfully combine in-school expertise with expert external advice to build a deep understanding of the changing needs of pupils.

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Inclusion Strong standard

Leaders monitor the impact of their work carefully. They use well-designed systems to track pupils' progress against their personalised targets, alongside detailed analysis of pupils' engagement, behaviour and attendance. Leaders identify how effective their work is in breaking down pupils' barriers to success. They use this detailed monitoring to plan additional support that pupils may require.

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Leadership and governance Strong standard

Leaders have a detailed understanding of the school. They systematically and accurately identify areas of strength and have a precise understanding of elements of the school that could be even better. Leaders have prioritised areas for improvement swiftly, for example further developing the curriculum. They communicate these priorities effectively through their carefully considered school improvement plan. Staff understand these priorities and work closely with leaders to develop and improve. They share the same high ambition for the school as leaders. Leaders drive the work of the school very effectively. They are positive role models for staff. Leaders demonstrate the professional behaviours they expect consistently well.

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Leadership and governance Strong standard

The proprietor demonstrates high levels of professional curiosity. They are deeply involved in the work of the school, taking a carefully considered approach to developing a detailed understanding of it. Regular visits and participation in leadership meetings give them precise oversight of behaviour and safeguarding. They also make careful checks on the school's processes to meet the independent school standards and hold leaders to account effectively.

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Leadership and governance Strong standard

Leaders value their staff highly. They provide them with high-quality professional learning. Staff develop the skills and knowledge they need to carry out their roles well. Staff feel that leaders support them very effectively, and they enjoy working at the school. Parents and carers are very positive about the school too, speaking positively about the support that they receive and the difference the school's work makes to them and their children.

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Personal development and wellbeing Strong standard

The school has developed an extensive curriculum that extends beyond the classroom through a range of engaging opportunities. These include well-planned assemblies, or essential activities such as pupils planning their own transport. Leaders broaden pupils' experiences with a range of well-planned trips and visits. Leaders have careful oversight of the impact of this work. All pupils benefit from the broad and personalised approach. Leaders ensure that all pupils share the same high-quality opportunities. There are no financial barriers to participation.

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Personal development and wellbeing Strong standard

Pupils learn the essential knowledge they need through the school's well-designed personal, social and health education programme. They have a secure understanding of how to stay safe. They understand the importance of being tolerant. Pupils demonstrate this through the respectful and caring way they treat each other. Pupils build a secure understanding of concepts such as democracy. They speak confidently about how members of the school council help them to improve the school.

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Personal development and wellbeing Strong standard

The school encourages pupils to celebrate diversity, for example through the popular disability week. The school ensures that pupils develop their understanding of different faiths and cultures, including through visits to places of worship.

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Personal development and wellbeing Strong standard

The school works hard to develop pupils' character. There are appropriate opportunities for pupils to develop essential skills of independence. These include carefully designed travel training, which helps pupils to become increasingly confident in managing challenging

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Expected standard

situations. Pupils are confident in talking to adults, including those new to them. Pupils benefit from high-quality pastoral care. Staff help them to develop strategies to manage their own wellbeing. Pupils who require additional help access a wide range of therapeutic support.

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Expected standard

The school has a precisely designed approach to careers education that begins in primary. This becomes increasingly sophisticated as pupils rise through the school. The school ensures that pupils have ample opportunities to plan their next steps, for example through visits to local colleges. Pupils are well prepared for the world of work.

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Achievement Expected standard

Pupils arrive with typically low starting points compared to their ages. Staff adapt learning to build swiftly on what pupils know and can do. As a result, pupils make sustained progress from these starting points over time. Generally, pupils develop important reading, writing and mathematics skills. While their recall is less precise in a small number of subjects, this does not significantly hamper pupils' progress over time. The vast majority of pupils arrive at school as reluctant readers in the earliest stages of learning to read. Over time, pupils typically become increasingly fluent and confident readers. Their work shows they have appropriate mathematical knowledge. They learn to apply this accurately.

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Achievement Expected standard

Pupils are generally well prepared for their next steps. They typically achieve well in the qualifications they study. As a result, all leave with relevant certificates or accreditations in English and mathematics. These qualifications help pupils to move on confidently to further study. All pupils maintain sustained participation in their next placements.

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Curriculum and teaching Expected standard

Leaders have clear oversight of teaching in the school. This helps them to identify staff who may need additional help and provide them with high-quality support. Leaders ensure that the school has an appropriate curriculum that is closely matched to the needs of pupils. They have prioritised the key skills and knowledge that pupils need. However, in a small number of subjects, the sequence in which pupils should learn new knowledge is not precisely identified. This means that pupils cannot always deepen their learning as well as they could. The school has selected appropriate programmes to help pupils in the early stages of reading and writing. Teachers match this support carefully to pupils' prior learning. This helps pupils to fill gaps in their knowledge over time.

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Curriculum and teaching Expected standard

Teachers know the subjects they teach well. They explain important learning points clearly. Teachers use their understanding of the curriculum and pupils' needs to plan engaging activities. Staff understand the specific barriers to learning that pupils face. They use this information to adapt activities appropriately. This helps pupils to break down barriers to learning and access the curriculum effectively. Staff make appropriate checks on pupils' learning. They use these checks to address gaps in pupils' learning and provide them with relevant support to improve their work. Staff track pupils' learning carefully. They use this information accurately to make decisions about what to revisit or teach next.

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

Pupils are very positive about the school. They typically arrive with negative prior experiences and attitudes to education. The school breaks these down swiftly and develops pupils' passion for learning. Pupils forge warm relationships with staff. Staff help them to manage their emotions effectively. This helps pupils to engage with learning and to work hard in lessons. Staff care deeply about the pupils. This is evident in the positive way pupils interact with staff throughout the school. Pupils trust staff implicitly. This helps them to feel safe and happy in school. For many pupils, this is their first positive experience of school.

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

Pupils behave very well and show high levels of respect. The school rings with laughter and warm conversation. This creates a sense of calm that permeates the school. Pupils' positive behaviour continues in the classroom. They concentrate well and respond positively to the help that staff provide in class. This helps pupils to learn a range of skills and knowledge they need. Pupils are well prepared for their next steps. All pupils earn crucial qualifications in English and Mathematics. This helps them to move on to higher study with confidence.

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

Pupils have a clear voice in the school. Staff value their views. This helps pupils to make an active contribution to the school community. Pupils are keen to participate in the vibrant school council. They have meaningful discussions with leaders and this helps them to shape their experiences in school. For example, pupils contribute to school policies such as anti- bullying or create rules for their individual classes. Pupils feel a deep sense of belonging and are rightly proud of their school. Older pupils act as excellent role models for new starters. This helps them to settle quickly into school.

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Next steps

Leaders should ensure that curriculum and teaching are precise and fully effective in wider curriculum subjects to ensure that pupils deepen their understanding of the skills and knowledge they learn and achieve very well across the curriculum.

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school's compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Independent school standards

Independent school standards are either met or not met for each category. 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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Independent school standards

Inspectors met with the head of school, school leaders, staff and the proprietor. Inspectors reviewed documents provided by the school and those available on the school's website. The inspectors had a tour of the school's premises and checked the single central record of pre-appointment checks.

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Independent school standards

The inspectors confirmed the following information about the school:

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Independent school standards

Springboard Education is an independent special school providing education for up to 36 pupils aged 5 to 18 years. It caters for pupils with social, emotional and mental health needs. A number of pupils also present with additional challenges, including high levels of anxiety. Prior to admission, most pupils have experienced prolonged periods out of formal education, resulting in significant gaps in their learning.

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Independent school standards

All pupils have education, health and care plans. School places are funded by a local authority.

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Independent school standards

At the time of this inspection, there were 5 students on roll in the sixth form.

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Independent school standards

The school does not use alternative provision.

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Independent school standards

The name of the proprietor is Judy Packham.

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Independent school standards

The fees currently charged are £38,109 to £64,000 per year.

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Independent school standards

The email address of the school is office@springboardeducation.co.uk

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Independent school standards

1. Quality of education provided Standards met

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Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards met

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Facts and figures used on inspection

3. Welfare, health and safety of pupils Standards met

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Facts and figures used on inspection

4. Suitability of staff, supply staff, and proprietors Standards met

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Facts and figures used on inspection

5. Premises of and accommodation at schools Standards met

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Facts and figures used on inspection

6. Provision of information Standards met

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Facts and figures used on inspection

7. Manner in which complaints are handled Standards met

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Facts and figures used on inspection

8. Quality of leadership in and management of schools Standards met

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Facts and figures used on inspection

All standards have been met. This data was available to the inspector at the time of the inspection.

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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.

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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school.

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Insufficient evidence

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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Insufficient evidence

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Insufficient evidence

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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Insufficient evidence

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Insufficient evidence

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

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