Spring Common Academy

What Ofsted said

From the inspection on 17 June 2025

Pupils are at the heart of the school in many important ways, even though their daily experiences are not consistent. Many enjoy warm, caring relationships with staff and with each other. Smiles remain a common feature of daily life, especially in the playground and during shared activities such as the school council. Pupils from different age groups often get along well. These positive relationships extend beyond school, such as through the exchange programme with a school in Belgium. There is not, however, a shared view across the school of what high expectations should look like in different subjects and phases. Because of this, pupils' experiences in lessons and around school vary. Although they make progress, including many going on to attend college, more needs to be done to ensure that all pupils benefit from a consistently ambitious and well-delivered curriculum. Behaviour in school is usually calm. Most pupils respond well to the routines and expectations set by staff. Positive behaviour and effort are regularly celebrated, for example through the popular 'shout-outs' in assemblies that recognise pupils' achievements. Attendance is also encouraged and rewarded, with the termly treasure hunt proving a fun and motivating way to promote good habits.

What the school should improve

• The school's curriculum does not define and sequence the knowledge, vocabulary, concepts and skills that pupils should learn. In the early years, staff lack sufficient guidance on how to use recently purchased high-quality equipment effectively. As a result, pupils may repeat content unnecessarily or encounter concepts in an order that does not support secure understanding. It also makes it more difficult for teachers to assess pupils' learning accurately and to address any gaps. The school should refine the curriculum and improve staff guidance, so that learning is ambitious, well sequenced and effectively supported for all pupils.
• The current approach to phonics lacks structure and consistency. Some activities and resources are not matched to pupils' assessed stages of development. This weakens pupils' ability to develop secure decoding skills and slows their early reading progress. The school should ensure that its phonics programme, associated resources and assessment systems work together to provide a coherent, consistent and ambitious offer for pupils.
• The school's agreed approaches to communication are not used with consistency or precision. This hinders pupils' ability to understand and express themselves, which not only limits their access to learning but also affects their confidence and independence. The school should ensure that all staff are trained, supported and held to account for implementing communication strategies consistently, as an essential part of promoting pupils' personal development.
• Curriculum leadership lacks the clarity and subject knowledge needed to support consistent and ambitious teaching. Staff do not always receive the guidance or professional development they need to deliver subject content effectively or adapt it for pupils' diverse needs. The school should ensure that those overseeing the curriculum are well equipped to develop curriculum thinking, offer practical support and guide improvements in teaching across the school.

Read the full Ofsted report (opens in a new tab)