Springdale Primary School

Springdale Primary School

Address: Warstones Drive, Penn, Wolverhampton, West Midlands, WV4 4NJ Unique reference number (URN): 150083

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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 Strong standard

Leaders ensure that pupils feel welcome and included from the moment they join Springdale. They have created a highly inclusive culture where pupils are known well and receive support that reflects their needs and circumstances. Staff work closely with families and external professionals to identify barriers to learning or wellbeing and act quickly to reduce them. As a result, pupils engage confidently in learning and school life.

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Inclusion Strong standard

Pupils with special educational needs and/or disabilities benefit from effective provision. Staff understand pupils' strengths and needs well. They use visual aids and carefully chosen resources to help pupils access their activities. These adaptations help pupils participate positively and develop the knowledge and skills they need for future learning. Where appropriate, the school uses alternative provision to meet pupils' individual needs.

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Inclusion Strong standard

Leaders use additional funding purposefully. Disadvantaged pupils benefit from well- coordinated support that promotes both wellbeing and learning. This support helps pupils overcome barriers and participate fully alongside their peers.

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Inclusion Strong standard

The resource base is a particular strength. Leaders design personalised experiences that respond closely to pupils' communication, sensory and developmental needs. Specialist training helps staff refine activities and adapt support for individual pupils. Consequently, pupils improve their communication skills, behaviour and independence over time.

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Achievement Expected standard

By the end of Year 6, pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, typically achieve well from their starting points. Leaders identify pupils' needs accurately and provide timely support where gaps emerge. As a result, pupils are prepared appropriately for the next stage of education.

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Achievement Expected standard

Published outcomes are generally in line with national averages. Following a period of weaker performance, outcomes are improving in Year 6 mathematics, Year 1 phonics and the Year 4 multiplication check. These improvements demonstrate the positive impact of leaders' actions to strengthen pupils' foundational knowledge and skills.

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Achievement Expected standard

Across the school, pupils typically secure important knowledge and skills in reading, mathematics and the wider curriculum. However, some younger pupils continue to make errors in foundational writing skills, including letter formation. Pupils' achievement in writing is more variable than in reading and mathematics, particularly for those capable of attaining more highly.

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Attendance and behaviour Expected standard

Most pupils attend regularly. Overall, attendance is in line with national figures. Pupils explain that missing a day means missing important experiences. Parents and carers report that their children are keen to come to school. Leaders monitor absence closely and work with families and external agencies to address barriers. Breakfast club provision and home visits provide practical support that helps pupils attend more regularly. Rates remain lower for a few disadvantaged pupils and some pupils with special educational needs and/or disabilities. Leaders are taking appropriate action to improve rates of attendance.

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Attendance and behaviour Expected standard

Pupils behave well and treat one another with respect. Leaders have established consistent expectations and foster positive relationships across the school. Pupils settle quickly in lessons, listen to adults and usually engage actively with learning. Staff apply behaviour strategies consistently. They provide personalised support for pupils who need help to regulate their emotions. Around the school, pupils are calm, courteous and considerate. At playtimes, pupils enjoy a range of activities, including ball games, quiet spaces and the drawing table. Sports coaches make a positive contribution by organising activities that encourage pupils to play cooperatively and include others. Incidents of bullying are rare. Adults deal with any concerns quickly and fairly.

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Curriculum and teaching Expected standard

Leaders have designed a broad and ambitious curriculum that sets out clearly the knowledge and skills pupils should learn from the early years to Year 6. This helps pupils build secure knowledge over time and make connections between new and previous learning. For example, in geography, older pupils drew on earlier learning about volcanoes and mountains to understand new concepts.

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Curriculum and teaching Expected standard

Helping pupils learn to read is a priority. Leaders have worked with staff to improve how phonics is taught. As a result, teachers deliver phonics consistently well, model sounds accurately and provide timely support for pupils who need extra practice. Staff are also giving pupils more opportunities to rehearse their ideas before speaking, helping them to develop their communication and language.

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Curriculum and teaching Expected standard

Teachers explain learning clearly. Staff are particularly adept at providing pupils with special educational needs and/or disabilities with the individualised support they need to succeed. However, there is some variability in how well writing is taught. Writing tasks are sometimes too structured and tightly guided. As a result, some pupils, particularly the most able, do not achieve as well in writing as they could.

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Early years Expected standard

Relationships between adults and children are warm and positive. This helps children to settle quickly, behave sensibly and feel secure. Staff work closely with families to identify needs and provide support early. As a result, children develop confidence as learners.

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Early years Expected standard

Leaders are ambitious and want children to have the best possible start. They have designed a curriculum that prioritises early mathematics, reading and writing. Children use numbers confidently, for example when counting conkers and matching them to the correct number. Staff teach phonics accurately and help children secure early reading knowledge. Additional support is provided promptly for children who need help to catch up with phonics. Most children develop appropriate early writing skills, although some make errors in letter formation.

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Early years Expected standard

Teaching typically helps children develop important foundations for later learning. Adults model language clearly and support children effectively to share their ideas. When working with an adult, children benefit from purposeful learning opportunities that help them acquire important knowledge and skills. However, some activities that children complete on their own are not sharply focused on what staff want children to learn. This prevents children from learning as much as they should. Overall, children typically develop the skills and knowledge they need for Year 1.

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Leadership and governance Expected standard

Leaders, those in governance and the trust have established a caring and inclusive culture that places pupils' learning and developmental needs at the centre of the school's work. Parents and carers appreciate the support available for families and opportunities to engage with school life. Events such as 'Come Dine With Me', where families join their children for lunch, help to strengthen relationships between home and school.

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Leadership and governance Expected standard

Leaders know the school's overall strengths and prioritise the correct areas for development. Their actions have contributed to improvements in, for example, mathematics, early reading provision and pupils' outcomes. Leaders check the quality of the curriculum and teaching regularly. However, leaders do not check the quality of the curriculum and teaching equally well in all subjects. The feedback they give to staff is not always precise enough or focused sufficiently on pupils' learning. Consequently, some inconsistencies in curriculum and teaching remain in some subjects.

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Leadership and governance Expected standard

Those with responsibility for governance fulfil their statutory responsibilities well. Through visits and discussions with leaders, they provide appropriate support and challenge. They maintain effective oversight of safeguarding, attendance, additional funding and provision for vulnerable pupils.

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Leadership and governance Expected standard

The school and governors benefit from collaborative working across the trust. Leaders, staff and governors meet regularly to share effective practice and develop expertise. They value this support and the professional learning they receive. Staff from the resource base work with colleagues from other schools to share effective approaches for supporting pupils with additional needs. Leaders promote staff workload and wellbeing appropriately. Staff are proud to work at Springdale and are committed to its continued improvement.

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Personal development and wellbeing Expected standard

Leaders place pupils' wellbeing at the heart of school life. Pupils say that adults know them well, listen to their concerns and help them when they need support. As a result, pupils feel safe, valued and cared for. The school's personal development programme is well designed and is personalised to reflect the needs of the school community. Through the curriculum, pupils learn about healthy and unhealthy relationships, emotional wellbeing and online risks. Visitors help to reinforce important messages, such as water safety and the safe use of technology and artificial intelligence. As a result, pupils have a sound understanding of how to keep themselves safe and who to turn to if they need help.

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Personal development and wellbeing Expected standard

Pupils develop their social, moral and cultural understanding through learning about different faiths and cultures, fundamental British values and life in modern Britain. While the oldest pupils demonstrate a secure understanding of these different aspects, other pupils do not consistently demonstrate the same depth of knowledge and understanding.

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Personal development and wellbeing Expected standard

Pastoral care contributes positively to pupils' wellbeing and helps them overcome barriers to learning, develop confidence and engage positively in school life. Pupils learn to recognise and manage their emotions through the support they receive. Staff work effectively with external agencies to secure counselling, bereavement support and tailored assistance for pupils and families.

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Personal development and wellbeing Expected standard

Pupils benefit from a range of experiences beyond the classroom. After-school clubs include football, cooking and dance. The clubs successfully encourage pupils to pursue new interests. Pupils value leadership roles, such as prefects, sports leaders and school council representatives, because they enable pupils to contribute to school life. Leaders ensure that disadvantaged pupils and pupils with special educational needs and/or disabilities have the same access to enrichment opportunities as their peers.

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

Pupils feel welcome and have a real sense of belonging at Springdale because staff know and value them as individuals. They speak warmly about their school and say that adults are kind and always ready to help. The school's 'SHINE' values of being 'safe', 'happy', 'included', 'nurtured' and 'enthusiastic' guide how pupils care for themselves, behave and treat others.

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

Pupils, including those who are disadvantaged, generally achieve well as they move through the school. They leave Springdale with the knowledge and skills they need for secondary school. Pupils with special educational needs and/or disabilities, including those who attend the resource base, benefit from highly personalised support. This helps them to make secure progress from their different starting points. Pupils enjoy their learning. They take pride in presenting their work to a high standard, particularly as they move through the school.

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

Pupils conduct themselves sensibly in lessons and at social times. They listen carefully, work cooperatively and respond positively to adults. At playtimes, for instance, younger pupils play together well as they climb the frames, crawl through tunnels and take turns on the seated spinners. Bullying is uncommon, and pupils trust adults to address concerns promptly. Pupils know how to keep themselves safe, including online. Most pupils attend regularly. Pupils enjoy taking part in competitive sports. They are proud to represent their school in successful local and regional competitions, including football, hockey, running and table cricket. Pupils also enjoy exploring the school's woodland area. They learn about the natural environment and how to use tools safely. These experiences develop pupils' confidence as they learn new skills. Pupils demonstrate care for others through their work as play buddies

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

and their involvement in fundraising activities.

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Next steps

Leaders should strengthen the teaching of writing so that younger pupils develop secure writing skills and pupils who could achieve more highly have sufficient opportunities to develop their own ideas. Leaders should ensure that the activities children complete independently in the early years are clearly focused on what children need to learn and help them build their knowledge and skills. Leaders should ensure that pupils across the school develop and retain detailed knowledge and understanding of the different aspects of the personal development programme. Leaders should check the quality of the curriculum and teaching consistently across all subjects and give staff precise feedback about what needs to improve.

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About this inspection

This school is part of Lykos Multi 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, Graham Tate, and overseen by a board of trustees, chaired by Charlotte Harding.

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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

Inspection activities: Inspectors spoke with the headteacher, other leaders and a range of staff and pupils. Inspectors also met with representatives from the board of trustees, the governing body and trust.

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About this inspection

The inspector(s) confirmed the following information about the school:

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About this inspection

The school has undergone several changes since the previous inspection of the predecessor school in May 2019. The headteacher took up her post in September 2023. The school joined Lykos Multi Academy Trust in January 2024. Since this time, several other leaders and teachers have joined the school.

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Team inspectors:

Bogusia Matusiak-Varley, Ofsted Inspector Kirsty Foulkes, His Majesty's Inspector Steph Withington, Ofsted Inspector

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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 9 September 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 school has a specially resourced provision for pupils with specific special educational needs and/or disabilities. It is known as the speech and language resource base.

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What does this mean?

The school makes use of one alternative provision, which is registered.

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What does this mean?

Headteacher: Zoey Lowe 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 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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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.

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average

2024/25 (final) 62% 62% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 77% 75% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (final) 78% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 68% 74% Close to average

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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.

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mathematics

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

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average

2024/25 (final) 52% 47% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2024/25 (final) 63% 63% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (final) 67% 59% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2024/25 (final) 63% 61% Close to average

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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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national average

2024/25 (3 term) 5.3% 5.2% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 13.1% 13.0% Close to average

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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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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