Springwell Special Academy, located in Barnsley, South Yorkshire, caters to pupils with social, emotional, and mental health needs. The school operates on one main site and has two additional satellite sites within mainstream secondary schools. The recent inspection, conducted on 8 and 9 March 2022, resulted in an overall effectiveness rating of good, with the same rating for the quality of education, behaviour and attitudes, personal development, and leadership and management. This marked a decline from the previous outstanding grade received in January 2018.
The inspection highlighted the positive relationships between staff and pupils, which foster a calm and supportive learning environment. Staff are attuned to the individual needs of pupils, providing tailored support to help them manage their emotions and learning. The pastoral team plays a crucial role in this support system, ensuring that pupils feel safe and understood. The curriculum is broad and responsive to the challenges pupils face, equipping them to handle various situations, including bullying.
Despite the strengths, the school faces challenges, particularly with staff turnover and the implementation of a new phonics program. Leaders are committed to ensuring that all pupils meet their education, health, and care plan targets and work towards GCSEs in English and mathematics. However, the limited training for staff on the new phonics program has hindered its effectiveness, resulting in insufficient practice for pupils to develop reading skills promptly. Additionally, support for older pupils who struggle with reading is not consistently provided, which is a concern for their educational progress.
In other subjects, the introduction of published schemes and revised curriculum plans has led to greater consistency in teaching. Teachers adapt their methods to meet the individual needs of pupils, ensuring that learning builds on prior knowledge. Special educational needs coordinators oversee the review of pupils' EHC plan targets, collaborating with staff and external agencies to provide necessary support.
The wider curriculum includes personal, social, and health education, integrated into various aspects of school life. However, opportunities for extracurricular activities have diminished due to the pandemic. The school meets the requirements for careers education and guidance, helping pupils understand their future pathways.
Attendance remains a significant issue, with high levels of absence impacting pupils' educational experiences. Leaders are actively working to improve attendance rates, implementing effective systems to encourage good attendance and reduce persistent absence. The use of part-time timetables has been reviewed to facilitate a return to full-time education for pupils.
Governance is well-developed, with governors aware of the challenges the school faces, including recruitment and the impact of COVID-19. They are responsive to these issues, forming a recruitment strategy group to address staffing concerns.
The safeguarding arrangements are effective, with a proactive approach to developing safeguarding processes. Regular reviews and training ensure that staff are well-informed and equipped to support pupils' needs.
To improve, the school must prioritize staff training in phonics to enhance reading instruction and ensure that all pupils receive adequate support. Additionally, continued efforts to reduce absence and persistent absence are essential for maximizing educational benefits for all pupils.
