Springmead Primary School

What Ofsted said

From the inspection on 6 July 2022

Pupils at Springmead Primary School access a well-designed curriculum. Many pupils talk at length about their learning. Pupils enjoy having their knowledge checked. They relish the challenge of teachers asking probing questions. Pupils respond well to the established high expectations. As a result, most pupils are well prepared for the next stage in their education. Pupils live out the school's values of being brave, reflective and part of a team. They demonstrate what these mean in their day-to-day school life. Pupils show sensitivity and listen well to others. A range of opportunities support pupils to become responsible members of the school community. For example, older pupils are reading buddies for the children in early years. The class ambassadors help organise whole-school challenges, such as pupils applying their learning by speaking French in the corridors. Pupils are safe. On occasion, bullying is known to happen, but it is dealt with well by staff. Pupils understand the difference between right and wrong and are aware of the consequences when they do not make the right choices. Pupils attend school trips regularly and listen to visitors, which complements their learning and broadens their experiences, for example by visiting a synagogue and a zoo.

What the school should improve

• The way in which teachers check pupils' knowledge at the end of a sequence of lessons lacks precision in some areas of the curriculum. This means that some pupils find it difficult to remember what they have learned, and teachers are not always aware of what knowledge pupils have remembered. Leaders must review their assessment systems, ensuring that teachers know how to use these to identify and address any gaps in pupils' knowledge.
• Some of the catch-up support for pupils with SEND does not quickly address pupils' difficulties with reading and writing. This happens when work is not precisely focused on using sounds to build words linked to their gaps in phonics. As a result, some pupils with SEND are not having enough opportunities to practise and rehearse to become fluent readers. Leaders must train staff to arrange appropriate catch-up support, and they must monitor this carefully to ensure that it works well.

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