Springfield Academy

What Ofsted said

From the inspection on 14 April 2026

Pupils are valued, respected and known well by staff at Springfield Academy. This leads to a strong sense of belonging in which pupils feel part of a nurturing school community. This begins when the youngest children start in early years, where they get off to the best possible start. At the start of each school day, children are seen running into school, where they are welcomed with 'say hey your way' into a calm, inclusive and friendly environment. Pupils say that they are proud of their school. School is a fun and enjoyable place to be. As a result, most pupils attend well and attendance is continuing to improve. Pupils thrive in a culture underpinned by the school's values. They live out the values to dream and try, be kind and fair and work and care together. Pupils show respect and care for one another. They help and support younger children well. Staff build strong, trusting relationships with pupils and their families. This creates a culture of respect where pupils are confident that they can share any worries that they may have with staff. Staff swiftly identify barriers to learning for pupils and work together effectively to provide the best possible support for them. They want all children to achieve their very best. Staff provide highly effective, tailored support. As a result, pupils achieve well, including those who are disadvantaged, those who speak English as an additional language, those known to social care and those with special educational needs and/or disabilities. All pupils are fully involved in all aspects of school life. Leaders and staff have consistently high expectations of behaviour. Consequently, most pupils behave well. Bullying is rare. When it does happen, staff act swiftly. As a result, pupils feel safe in school. Pupils enjoy learning. They say that teachers help them by revisiting the things that they have learned before. Most pupils are ready for the next stage in their learning.

What the school should improve

• Leaders need to ensure that, in choosing activities for pupils to complete, all teachers consistently choose those activities that will best serve pupils to become secure in their understanding and prepare them well for their next piece of learning.
• Leaders should continue their work to improve pupils' achievement in writing, particularly in spelling, and build on the improvements already made.
• Leaders should further strengthen their work to deepen pupils' understanding of different cultures, world faiths and fundamental British values to make sure that all pupils are fully prepared for life in modern Britain.

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