CHILDREN and staff are celebrating after their school was described as ‘strong’ by Government inspectors.
Springfield Academy, part of the Education Village, Darlington, was judged strong for inclusion while meeting official expectations in six other key categories.
These included safeguarding, achievement, attendance and behaviour, curriculum and teaching, early years, leadership and governance, personal development and wellbeing.
Inspectors said: “Pupils flourish in this highly inclusive school. They feel part of the Springfield family. As they arrive at school, they and their families are greeted warmly. They feel known and valued by staff.”
They recognised that inclusion was at the heart of leaders' decision-making with staff identifying barriers to learning for pupils from the earliest point in their educational journey.
Staff at the 237-pupil school were praised for being ‘highly knowledgeable about their pupils’ needs’. “Well-considered professional learning ensures that staff have the expert knowledge to plan the right support for pupils, enabling them to make considerable progress from their starting points,” the inspection report said.
Inspectors highlighted that pupils with special educational needs and/or disabilities secured the important knowledge and skills in early reading, writing and mathematics in order to fully access the curriculum.
Pupils also swiftly received the external support and therapies they needed as a result of leaders’ ‘tenacious actions’.
The report said: “Careful leadership decisions, informed by pupils’ views, ensure that pupils are fully included in all aspects of school life. Productive relationships with families and external agencies result in highly coherent partnerships, working in the best interests of pupils.
“Opportunities to develop their resilience and independence help to ready them for their next steps to secondary school.”
Inspectors identified that leaders knew pupils and their families well and worked tirelessly to understand and address the underlying reasons for any absences. Leaders were vigilant and efficient ways of working ensured swift follow-ups if a pupil was not in school.
Clear routines and shared expectations resulted in calm and purposeful classrooms where pupils typically behaved well and learned with enthusiasm, the inspectors noted.
Leaders were praised for establishing an ambitious vision for early years. “This is shared by all staff, who ensure that barriers to learning are swiftly identified for children and that timely support is put in place,” inspectors said.
“Clear routines and well-modelled expectations help children learn to regulate their behaviour and begin to navigate their emotions. They form positive friendships and learn to get along with each other.
“Leaders’ determined vision and well-organised improvements have created a school that includes all its pupils. Leaders’ passion is shared by all staff. Leaders put pupils at the heart of each decision that they make.”
Inspectors also remarked on the strong emphasis placed on forging productive relationships with the local community.
The report said: “Families feel they and their children are known and respected. They praise the pastoral and academic support, seeing leaders and staff as trusted partners. Parents of SEND pupils speak highly of the support that their children receive and the progress they make. Staff are proud of the school and full of praise for the support from leaders.”
Pupils also demonstrated genuine care, were tolerant and accepting and older ones were excellent role models, thriving on the leadership opportunities they took up, such as supporting sports activities at playtime or inspiring others to protect the environment as eco-warriors.
Principal Paula Austin said: “We are absolutely delighted with the result which recognises the inclusive nature of our school and the work that goes on daily. The pupils and their families are at the heart of everything we do and we are thrilled that this was reflected in the report.”