The Springfields Academy, located in Calne, Wiltshire, was inspected from March 8 to March 10, 2022, and received an overall effectiveness rating of good. The school caters to pupils with special educational needs and/or disabilities, and staff demonstrate a strong understanding of the individual needs of each pupil. This personalized approach helps students achieve the school's goal of living safe and independent lives. Pupils express happiness and show good attendance, although some aspects of the educational curriculum lack sufficient rigor.
Behavior among pupils is generally positive, with staff effectively managing conduct. There has been a significant reduction in the number of incidents requiring physical intervention over time. The school has established clear systems for pupils to report bullying, and while most concerns are addressed effectively, there are instances where underlying issues are not fully resolved. Pupils benefit from a variety of therapies tailored to their needs, which are integrated into their daily schedules. Notably, animal therapy has sparked increased interest in animal care pathways among students.
Leadership at the school is characterized by a shared vision among leaders, governors, and trustees, focusing on achieving positive outcomes for all pupils. Staff are well-acquainted with their pupils and utilize this knowledge to design individualized curricula. In areas where the curriculum is well-implemented, there is a clear connection between learning objectives, teaching methods, and assessment strategies, leading to effective learning, particularly in mathematics and science.
However, in some curriculum areas, the clarity and rigor of planning are less evident, which can result in teaching that does not adequately address what pupils need to learn and remember over time. This lack of precision can lead to inappropriate teaching activities that do not support the intended learning outcomes. Leaders must ensure that they clearly define what they want pupils to learn and that teaching activities align with these goals.
The school places a strong emphasis on reading, with a phonics program in place for those who require it, supplemented by speech and language therapy. Daily reading is a priority, and staff, including support personnel, actively engage with pupils to foster a love for reading. Despite this commitment, there are inconsistencies in the implementation of the phonics program that leaders are working to address.
The school has developed an effective careers program, utilizing work experience opportunities within the constraints of the COVID-19 pandemic. Almost all pupils transition to sustained education, employment, or training, and the school complies with the Baker Clause, providing information about technical education qualifications and apprenticeships.
The transition in the school's provision has been successfully managed, shifting from a focus on social, emotional, and mental health difficulties to addressing communication and interaction needs, particularly for pupils with autism spectrum disorder. This cultural shift has contributed to a notable decrease in the need for physical interventions.
Local governors understand their roles and view themselves as representatives of the trust. Trustees have established accountability procedures across leadership levels. While leaders and governors are knowledgeable about the school's provision, there is a tendency to be overly optimistic regarding the quality of education provided.
The safeguarding arrangements at the school are effective, with a strong culture of safeguarding in place. Staff are aware of the specific risks faced by pupils with autism, and pre-employment checks for staff are conducted efficiently. Although there are minor areas for improvement in record-keeping, the overall safeguarding culture remains robust.
In summary, while The Springfields Academy demonstrates many strengths, particularly in understanding and addressing the needs of its pupils, there are areas for improvement in curriculum rigor and consistency in teaching practices. The leadership team is aware of these challenges and is actively working to enhance the educational experience for all students.
