Spring Common Academy, located in Huntingdon, Cambridgeshire, has undergone an ungraded inspection on May 8 and 9, 2024, and has maintained its overall judgment of outstanding. The headteacher, Rebecca Greig, leads the school, which is part of the Horizons Education Trust. The trust is overseen by CEO Kim Taylor and a board of trustees chaired by Mark Williams. The school serves a diverse population of pupils aged 2 to 19, all of whom have an education, health, and care plan, with many having autism or severe learning disabilities.
The school environment is characterized by warmth and kindness, fostering strong relationships among pupils and staff. Pupils display positive behavior, contributing to a calm atmosphere conducive to learning. The school provides high-quality support for those needing additional assistance in regulating their behavior, ensuring that all pupils feel safe and supported. The curriculum is designed to meet the individual needs of pupils, emphasizing communication skills across various pathways, whether pre-formal, semi-formal, or formal.
While the curriculum is well-structured, the effectiveness of teaching varies. Some teachers excel in creating engaging activities tailored to pupils' needs, utilizing resources effectively. However, there are instances where activities do not align closely with the intended curriculum, hindering some pupils' learning and development. The phonics program is well-implemented, aiding pupils in developing reading skills through appropriately matched texts. Older pupils facing reading challenges are provided with engaging materials that still reinforce their learning.
The school prioritizes attendance and has implemented measures to address barriers faced by pupils and their families. These efforts have resulted in improved attendance rates among those previously struggling. In the early years, children receive attentive care and guidance to enhance their communication skills. However, the curriculum lacks precision in detailing the knowledge and skills required for development, and the learning environment sometimes limits access to a full range of experiences.
Pupils benefit from a rich array of extracurricular activities that promote their social and cultural development. Opportunities such as fundraising for local charities, participating in a school shop, and engaging in overseas trips broaden their horizons and foster a sense of responsibility. The leadership team, newly established, has quickly gained the trust of the school community and is actively working on improvement strategies. The trust board collaborates closely with the academy advisory group to provide strategic support and challenge.
The sixth form provision is particularly strong, equipping pupils with essential knowledge and skills for future education and adulthood. Leaders offer precise guidance in selecting college courses and facilitate meaningful work experiences through partnerships with local businesses. Safeguarding measures are effective, ensuring a safe environment for all pupils.
To enhance its performance, the school must focus on improving the alignment of teaching activities with the intended curriculum and providing targeted professional development for staff. Additionally, refining the early years curriculum to clearly outline essential knowledge and skills will support better learning outcomes. Overall, Spring Common Academy demonstrates a commitment to excellence, with a strong foundation for continued growth and improvement.
