|Name||Springmead Primary School|
|Address||Hillyfields, Welwyn Garden City, AL7 2HB|
|Religious Character||Does Not Apply|
|Number of Pupils||299 (52.5% boys 47.5% girls)|
|Number of Pupils per Teacher||28.6|
|Academy Sponsor||Spiral Partnership Trust|
|Percentage Free School Meals||17.7%|
|Percentage English is Not First Language||10.4%|
|Pupils with SEN Support||6.0%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
The school does not meet requirements on the publication of information on its website about the effective use of its pupil premium. No barriers for learning have been identified and no dates for review provided.
This is a larger than average primary school. The proportion of pupils who are in receipt of pupil premium is below the national average. The proportion of pupils from minority ethnic groups is in line with national averages.
The vast majority of pupils speak English as their first language. The proportion of pupils who have special educational needs and/or disabilities is rising over time and is broadly in line with the national average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is well below the national average.
There have been a significant number of staff and leadership changes since the previous inspection. The school has specially resourced provision for pupils who have special educational needs and/or disabilities for eight pupils in a behaviour support base. There is a breakfast and after-school club, managed by an external organisation.
The headteacher started at the school in September 2015 and is due to leave at the end of March 2017. The school has been governed by an interim board since the resignation of the governing body in June 2016. A new governing body is due to be reinstated in March 2017.
Summary of key findings for parents and pupils
This is an inadequate school The school has been through a period of turbulence. Senior leadership is fragile. The headteacher is leaving and the governing body is newly in place.
Leaders’ relationships with many parents have irreconcilably broken down. Even though leaders are making improvements, the impact is still too soon to assess. The headteacher has not ensured that other leaders have clear roles and responsibilities.
As a result, leadership at all levels is not as effective as it should be. Leaders do not manage the behaviour of some pupils well enough. They use exclusions too readily.
As a result, exclusions are too high, particularly for pupils who have special educational needs and/or disabilities. Many staff either do not know or do not share the headteacher’s vision for improvement. Consequently, staff morale is low.
The most able pupils are not provided with sufficiently challenging work to help them excel. In 2016, the proportion of pupils who achieved greater depth in writing was below average in both key stages. Pupils who have special educational needs and/or disabilities do not make enough progress in mathematics and in writing.
This is because teachers do not provide them with work that matches their needs effectively. Boys in Reception do not achieve as well as girls. Adults do not use information to plan learning that helps boys make better progress.
Staff do not insist on the highest standard of presentation in books. The quality of pupils’ handwriting skills is often not good enough and goes unchallenged. Staff are not accurate when assessing pupils’ learning and progress.
Their expectations are too low of what pupils can achieve. The school has the following strengths Pupils are polite and well mannered. They conduct themselves well around school.
Leadership in the behaviour support base is effective, and pupils are well cared for. Adults’ expectations are consistently high in Year 6. Pupils make rapid gains in this year.
The interim board has held the headteacher to account for standards of behaviour and has fulfilled its statutory obligations. Children start well in the nursery class. Adults provide an interesting and stimulating environment in which to learn.