Spring School

Spring School

Address: 15 Coombe Road, Kingston upon Thames, Surrey, KT2 7AB Unique reference number (URN): 149754

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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 generally achieve well from their starting points, particularly those who are disadvantaged. Although some pupils continue to need adult support and reassurance to engage with learning, they usually develop the key knowledge and skills they need.

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Achievement Expected standard

Leaders identify pupils who need additional help and provide support promptly. Planned interventions help pupils catch up where needed, for example by improving their phonics knowledge and handwriting skills. These interventions help pupils become more confident learners, extend their writing and develop their thinking skills.

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Achievement Expected standard

Pupils are proud of their achievements and are keen to demonstrate what they have learned. They usually talk confidently about the progress they have made and are generally well prepared for their next steps in education. Leaders and staff recognise the importance of maintaining consistently high expectations of what pupils can achieve.

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Attendance and behaviour Expected standard

Leaders have an accurate understanding of attendance patterns and take a pupil-centred approach to improving attendance. They work closely with pupils and families and use a range of strategies to help pupils attend school more regularly. These include meet-and- greet sessions, emotional guidance and targeted support during periods of transition. As a result, attendance is improving and persistent absence is decreasing significantly.

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Attendance and behaviour Expected standard

Leaders have created a very positive culture through a consistent approach to behaviour and clear routines that pupils understand well. Carefully planned support, such as sensory breaks, helps pupils engage positively with learning. As a result, pupils behave well and the school is generally calm and orderly. Expectations for behaviour are appropriate and based on positive relationships between staff and pupils. Pupils are kind to one another and demonstrate positive social skills. Bullying and discrimination are rare and staff deal with them effectively when they occur. When incidents of challenging behaviour occur, leaders carefully consider the extent to which they relate to a pupil's needs. Staff put tailored support in place and help pupils repair relationships when needed. Although suspensions have increased, leaders generally use them appropriately.

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Curriculum and teaching Expected standard

Leaders have carefully designed the curriculum to help pupils prepare for adult life. It is well structured and provides opportunities for pupils to develop emotionally, socially, behaviourally and academically. Leaders take account of pupils' needs when planning what they learn. The school's social curriculum is particularly well suited to pupils at different stages of their development.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of education the school provides. Teachers demonstrate secure subject knowledge and usually explain new concepts clearly. There are some minor inconsistencies in how effectively teachers use questions to deepen pupils' understanding, although they routinely check what pupils know and understand. Teachers adapt learning pathways to meet pupils' individual learning and development needs. Leaders are also introducing courses that will lead to qualifications for older pupils.

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Curriculum and teaching Expected standard

Pupils revisit important learning at the start of every lesson, which helps them remember what they have learned. For example, in mathematics, pupils use previously taught concepts to apply mathematical vocabulary accurately when working with fractions and percentages. When pupils encounter difficulty, teachers usually encourage them to keep trying, helping them build resilience. This gives pupils the skills and confidence they need to overcome challenges in their learning.

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Inclusion Expected standard

Leaders are clear that their priority is to provide an inclusive school where pupils can learn and develop the skills they need for later life. They achieve this by making inclusion a central part of the school's values. Leaders know pupils and their families very well and have created a clear sense of belonging across the school community.

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Inclusion Expected standard

Leaders generally identify pupils' needs quickly and accurately and put appropriate support in place. They ensure that staff receive suitable training to help pupils overcome barriers to learning and access the curriculum. This includes support for pupils' academic, emotional and social development. There is some variation in how effectively teachers adapt learning to meet pupils' individual needs and leaders are aware of this. Leaders place a clear emphasis on pupils' emotional health and wellbeing. A range of targeted support helps pupils' learning and wellbeing.

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Inclusion Expected standard

Leaders carefully plan how they use additional funding to support disadvantaged pupils. This approach is generally effective, particularly in helping pupils take part in the school's wider activities. Teachers usually support disadvantaged pupils well in lessons, which has a positive impact on their learning. Leaders make appropriate use of alternative provision to help pupils remain engaged in education.

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Leadership and governance Expected standard

Leaders have a secure understanding of the school's context and encourage an open culture of reflection and improvement. They have an accurate view of the school's strengths and the areas that need further development. Leaders place pupils' best interests at the centre of their decision-making. They carefully consider feedback from staff, pupils, parents and carers. When they identify areas for improvement, they generally take appropriate action.

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Leadership and governance Expected standard

Staff feel valued and appreciate the support leaders provide for their wellbeing. They benefit from a wide range of training and support opportunities. Training on supporting pupils' emotional regulation and social development has been particularly successful. Staff demonstrate clear expertise in these areas. Staff wellbeing is a central part of the school's culture. Staff share a deep commitment to ensuring that pupils are well cared for and well prepared for life beyond school. Relationships across the school are warm and positive. This creates a sense of shared purpose and helps establish calm, predictable routines. Leaders model respectful and supportive interactions. They work hard to build positive, trusting relationships with parents and carers.

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Leadership and governance Expected standard

Those responsible for governance fulfil their statutory duties. Governors, trustees and trust leaders know the school well and provide an appropriate balance of support and challenge. They are highly committed to the school and supportive of its staff. The trust's ongoing quality assurance activities contribute positively to school improvement.

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Personal development and wellbeing Expected standard

Leaders have designed a broad, personal development curriculum that pupils generally understand well. Preparing pupils for adult life is a key focus and is woven throughout the curriculum from the earliest years. Pupils learn about important topics such as healthy relationships and online safety in ways that are appropriate for their age and stage of development. Personal, social, health and relationships education (PSHRE) is taught in lessons and reinforced through daily interactions with staff. Leaders recognise the additional vulnerabilities some pupils may face and adapt PSHRE lessons to meet their needs. For example, pupils learn about discrimination, disability, mutual respect and democracy.

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Personal development and wellbeing Expected standard

Leaders and staff generally support pupils' emotional needs effectively. They know pupils, their needs and their families very well. Relationships between staff and pupils are warm and trusting, which helps staff provide effective pastoral support. Leaders draw on a range of specialist support to promote pupils' mental health and wellbeing, including dog therapy and rap therapy. This helps raise pupils' self-esteem, supports engagement and builds resilience.

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Personal development and wellbeing Expected standard

Leaders provide a wide range of enrichment activities that broaden pupils' experiences and interests. Pupils say they particularly enjoy cooking, dance and the range of trips the school provides. Through these activities, pupils develop travel awareness, budgeting skills and a greater understanding of personal safety in unfamiliar settings. Pupils also have opportunities to develop leadership skills, for example by running the tuck shop and leading Duke of Edinburgh Award activities. Leaders monitor enrichment activities and adapt them in response to pupils' needs and feedback. Through these experiences, pupils develop new interests and gain a broader understanding of future education, training and career opportunities. They are generally well prepared for their next steps in education.

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

Pupils enjoy being at this school. They are well cared for and safe. Pupils know who to turn to for help when they need it. They feel valued, heard and supported.

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

Staff know pupils very well and relationships are warm and respectful. Staff use their knowledge of pupils to shape routines that enable pupils to be ready for learning. Pupils are proud of their achievements. They enjoy a range of community and enrichment activities that help them develop confidence and develop the skills they need for their next stages in life.

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

Pupils behave well in and out of lessons. They interact harmoniously with one another and show kindness towards others. When pupils feel upset and find it hard to calm down, staff support them with sensitivity and skill, helping them understand their emotions. This enables pupils to return to lessons and start learning again. Bullying is rare, and pupils feel confident that staff act swiftly when it occurs.

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

Pupils achieve well from their starting points. This is particularly the case in the development of their social, communication and emotional regulation skills. Orderly, well-structured lessons provide clear learning routines that help pupils stay focused. They typically work hard and are keen to celebrate each other's successes. Staff ensure pupils have the skills they need to be ready to learn. Learning is tailored to pupils’ needs and individualised support is provided when needed. This helps pupils build the skills and knowledge they need for the next steps in their education.

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

Pupils benefit from being part of a kind and respectful community. The school is calm and supportive, which helps pupils become increasingly confident and independent. They attend regularly because they like being at school. Pupils benefit from high levels of care and are equipped well for life.

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Next steps

Leaders should strengthen the academic curriculum by identifying and sequencing the key knowledge and skills pupils need to learn in each subject, ensuring that learning builds progressively over time and prepares older pupils for appropriate qualifications. Leaders should ensure that teachers consistently adapt learning and use effective questioning to deepen pupils' understanding, promote greater independence and maintain high expectations of what all pupils can achieve.

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About this inspection

This school is part of the Ambitious about Autism Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Jolanta Lasota, and overseen by a board of trustees, chaired by Robert Bishop.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors met with the executive headteacher, the head of school and other senior leaders. They also met with trustees and governors, including the CEO of the trust and the chair of

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 16 June 2026

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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 governors.

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What does this mean?

Inspectors confirmed the following information about the school:

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What does this mean?

The school makes use of 3 registered alternative provisions and 3 unregistered alternative provisions.

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What does this mean?

Head of School: Laura Greenshields 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 6 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 needs support 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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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.

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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.

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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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