Earby Springfield Primary School, located in Barnoldswick, Lancashire, underwent an inspection on April 16 and 17, 2024. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, leadership and management, and early years provision also receiving a similar rating. However, the school demonstrated good performance in behavior and attitudes, as well as personal development.
The school is recognized for its welcoming environment, fostering a caring and inclusive atmosphere for students. It emphasizes the importance of respect and aims to build pupils' self-esteem. Positive relationships between pupils and staff contribute to a happy school experience, with pupils feeling confident that their concerns will be addressed. High expectations for behavior are evident, with pupils behaving well and engaging in their learning without disruption. Support is provided for those needing help with emotional management.
Pupils appreciate the opportunities to take on responsibilities, such as serving as head pupils or members of the school council, which teaches them about teamwork and responsibility. The school aspires for all pupils, including those with special educational needs and disabilities, to achieve well. However, there are concerns regarding achievement in certain subjects, attributed to inconsistencies in curriculum delivery.
The curriculum is broad and balanced, with a well-considered framework for essential knowledge. Teachers effectively deliver the curriculum in English and mathematics, benefiting from training that enhances their teaching practices. Assessment methods are employed to gauge pupils' understanding, allowing for tailored learning activities that build knowledge. Most pupils, including those with special educational needs, leave Year 6 well-prepared for their next educational stage.
In subjects beyond English and mathematics, the school has made strides to ensure an ambitious and organized curriculum. While some teachers effectively utilize this information to create enriching activities, others struggle to teach key knowledge in sufficient detail, leading to gaps in pupils' understanding. This issue is compounded by a lack of training for some teachers, resulting in insecure learning for certain pupils.
In the early years, children benefit from activities that support their personal, social, and emotional development. However, there is a lack of clarity regarding what children need to learn in other areas, which affects their vocabulary development and overall preparedness for Year 1. The phonics program is well-structured, but not all staff are adequately trained, hindering the effectiveness of phonics instruction for some pupils.
The school has effective systems to identify the needs of pupils with special educational needs, ensuring they progress alongside their peers. Pupils generally exhibit good behavior and attentiveness in lessons, with younger children cooperating well with classmates. Attendance systems are robust, allowing the school to address potential issues early and prevent learning loss.
The school provides a range of extracurricular activities that enhance pupils' development, including clubs focused on science, engineering, and music. The governing body is aware of the necessary improvements and has sought external support to enhance the school's capacity for development. However, recent staffing changes have hindered progress.
Staff express satisfaction with their roles and appreciate the support provided for their workload and well-being. They value the training received to enhance their expertise in specific subjects. The safeguarding arrangements in place are effective, ensuring a safe environment for all pupils. Overall, while the school has strengths in certain areas, significant improvements are needed in curriculum delivery and staff training to ensure all pupils achieve their full potential.
