Springfield Community Primary School in Burnley, Lancashire, has undergone an ungraded inspection on May 1 and 2, 2024. The overall judgement remains good, but evidence suggests that the school may not achieve the same rating if a graded inspection were conducted now. The next inspection will be graded. Pupils at Springfield, including those with special educational needs and disabilities, express happiness and feel safe due to the positive relationships they have with their teachers. The school fosters a culture of respect and consideration among students, who generally behave well both in class and around the school.
Despite the supportive environment, there are significant gaps in pupils' learning across various subjects, which affects their progress through the curriculum. While some students are beginning to benefit from improvements made to the curriculum, many, including those with SEND, do not achieve to their full potential. The school offers a variety of extracurricular activities, including clubs and trips that enhance pupils' experiences and build their confidence and teamwork skills. However, the progress and attainment of pupils at the end of Year 6 have been notably below the national average.
The school has made efforts to improve achievement by renewing subject curriculums, but these changes have not yet had a significant impact. The curriculum lacks clarity regarding the key knowledge that pupils should learn, which hinders their ability to build knowledge over time. Although staff appreciate the consideration of their workload in curriculum changes, the effectiveness of teaching varies, and some pupils continue to struggle due to gaps in their previous learning. Teachers sometimes move on to new content without adequately addressing these gaps, making it difficult for some pupils to grasp new concepts.
Reading is a strong focus at Springfield, with initiatives to promote a love of reading among pupils. The school has improved its phonics program, helping children link sounds to letters from the start of Reception. However, strategies to support struggling readers are still developing, and some pupils do not become fluent readers quickly enough, which affects their overall access to the curriculum. The school has effective systems in place to identify and assess the needs of pupils with SEND, but there are instances where staff do not adapt their teaching effectively to meet these needs.
The behaviour policy is generally well implemented, contributing to a calm and orderly atmosphere in the school. The school is proactive in addressing attendance issues, leading to a reduction in absence rates. Pupils learn about healthy eating and the risks associated with smoking and alcohol, as well as developing an understanding of online safety and relationships. The school prepares pupils well for life in modern Britain, promoting respect and support for vulnerable community members.
The safeguarding arrangements at Springfield are effective, ensuring the safety and well-being of all pupils. However, to improve, the school needs to refine its curriculum to clearly define the subject content and when it should be taught. Addressing the gaps in knowledge from previous curriculums and enhancing assessment practices will also be crucial in helping pupils achieve their potential. Additionally, the school must ensure that staff are equipped to support pupils with SEND effectively and help struggling readers catch up with their peers. Overall, while Springfield Community Primary School has many strengths, there are key areas that require attention to enhance the educational experience and outcomes for all pupils.
