Key Information

 

School Aim

We aspire to being GREAT
Give
Respect 
Enjoy 
Achieve 
Together 

We provide high quality teaching and learning where children are challenged and every individual is valued.

1. Achievement and Standards - Core Aims

  • We aim to provide accurate identification/prioritisation of an individual’s holistic need(s) (Academic, Physical, Social, Emotional, Communication and Medical) upon entry and throughout their time in school
  • We aim to provide effective tracking of individual progress in all key areas and through accurate analysis, identify obstacles to learning and facilitate effective target-setting and interventions being taken to reduce these
  • We aim to have in place robust and quality assured moderation processes that reinforce the assessment of achievement
  • We aim to have a high proportion of pupils making exceptional academic progress compared with national figures
  • We aim to ensure that all work presented to pupils is matched to their needs and enhanced by high aspirations for achievement
  • We aim to provide pupils with a high quality curriculum and extended school experiences that will significantly extend the children’s literacy and numeracy skills
  • We aim to provide a broad, balanced individualised curriculum and extended school experiences that will maximise individual achievement in all appropriate areas (academic, physical, emotional, social, and communication) and encourage independent creativity.
  • We aim to work effectively in partnership with parents and other stakeholders in order to maximise the positive impact on pupil outcomes
  • We aim to provide an environment supporting a Total Communication approach

2. Teaching - Core Aims

  • We aim to provide accurate identification/prioritisation of an individual’s holistic need(s) (Academic, Physical, Social, Emotional, Communication and Medical) upon entry and throughout their time in school
  • We aim to provide effective tracking of individual progress in all key areas and through accurate analysis, identify obstacles to learning and facilitate effective target-setting and interventions being taken to reduce these
  • We aim to have in place robust and quality assured moderation processes that reinforce the assessment of achievement
  • We aim to have a high proportion of pupils making exceptional academic progress compared with national figures
  • We aim to ensure that all work presented to pupils is matched to their needs and enhanced by high aspirations for achievement
  • We aim to provide pupils with a high quality curriculum and extended school experiences that will significantly extend the children’s literacy and numeracy skills
  • We aim to provide a broad, balanced individualised curriculum and extended school experiences that will maximise individual achievement in all appropriate areas (academic, physical, emotional, social, and communication) and encourage independent creativity.
  • We aim to work effectively in partnership with parents and other stakeholders in order to maximise the positive impact on pupil outcomes
  • We aim to provide an environment supporting a Total Communication approach
  • We aim to work with external agencies and other settings to maximise positive outcomes for pupils
  • We aim to ensure best practice with regard to pupil transition

3. Behaviour and Safety – Core Aims

  • We aim to nurture exemplary pupil attitudes to learning
  • We aim to facilitate impeccable pupil behaviour at all times
  • We aim to ensure that all forms of bullying, including cyber-bullying and prejudice-based bullying do not occur
  • We aim to provide an exceptionally positive climate for learning.
  • We aim to have regular consultation with parents, pupils and others with regard to behaviour and safety
  • We aim to nurture the highest possible levels of attendance behaviour and punctuality of all pupils
  • We aim to work effectively with other settings and agencies in order to facilitate positive behaviour and safety
  • We aim to provide an environment in which the personal dignity and respect of all individuals is valued

4. Leadership and Management – Core Aims

  • We aim to ensure that our Governing body and Senior Leadership Team brings about significant improvements in outcomes for pupils and that their actions are based upon on a deep and accurate understanding of the school’s performance, and of staff and pupils’ skills and qualities
  • We aim to ensure that we have financial stability, including the effective and efficient management of financial resources such as the pupil premium funding and excellent deployment of staff and resources to the benefit of all groups of pupils
  • We aim to ensure that senior leaders are held to account for all aspects of the school’s performance
  • We aim to ensure that our leaders at all levels focus relentlessly on improving teaching and learning
  • We aim to ensure that our performance management and CPD mechanisms encourages, challenges and supports improvement.
  • We aim to ensure that effective partnership work with all stakeholders is in place in order to bring about improved outcomes for children
  • We aim to support mainstream schools in the inclusion of pupils with disabilities

5. Holistic, Spiritual, Moral, Social and Cultural development – Core Aims

  • We aim to ensure that that our curriculum actively promotes an individual’s holistic, spiritual, moral, social and cultural development
  • We aim to ensure that a child’s holistic needs (including Academic, Physical, Social, Emotional, Communication and Medical) are met at all times
  • We aim to ensure that we facilitate a pupil’s understanding of right and wrong and reduce any potential anti-social behaviour
  • We aim to ensure that we support pupils to reflect on the choices that are available to them and in doing so enable them to be increasingly independent
  • We aim to ensure that we support pupils to reflect on the choices that are available to them and in doing so enable them to rehearse positive social skills
  • We aim to ensure that we provide meaningful activities for pupils to develop skills in art, music, sport, drama etc
  • We aim to provide a quality curriculum that supports pupils to be full participants in the life of the school and in their community
  • We aim to provide a quality curriculum that enables pupils to empathise with those from other cultures

School Organisation

Children in the Early Years Foundation Stage/KS1 group are based in three rooms. The atmosphere is very organised and purposeful and this enables children to thrive as learners and as growing young people. Every child is known as an individual and, through their Individual Education Plans (IEPs), learn what is right for them.
There are three classes for pupils in Key Stage 2, one of which specialises in children with complex ASD needs. Every class has a minimum staffing level of a teacher and two teaching assistants and in some classes the level is higher.

Admissions

Applications for admission to Springfield School are the responsibility of the Local Authority, who will take account of the views of parents as part of the formal assessment process.
Pupils usually have a Statement of Special Educational Need or Education, Health and Care Plan; however, Early Years pupils may be offered an assessment place at the school.
If you are considering Springfield as a school for your child, you are encouraged to contact the Headteacher and arrange a visit.
Very young children sometimes attend school on a part-time basis, before beginning full time education.

Ethos and Values

At Springfield School our first priorities are the well-being of your child, and their educational, emotional and social development. Staff come to know the pupils in their charge extremely well and can support them and their families in all areas of their life at school.
We encourage a caring and sharing attitude amongst our pupils and they are encouraged to be involved in fund-raising and giving to a variety of causes such as Children in Need and Comic Relief.

Behaviour

At Springfield School we work with parents to promote acceptable and appropriate behaviour at all times. Should any problems arise you may be contacted and invited to help us find an appropriate solution and we will endeavour to support you if you experience behaviour problems at home.

Equal Opportunities

At Springfield School we ensure equal access to an appropriate curriculum for all our pupils. We also believe that every pupil has a right to experience success, whatever their protected characteristics. Every opportunity is therefore taken to celebrate achievements of pupils in all areas of school life. At Springfield School we promote equality which eliminates discrimination, fosters good relations and appreciates that all pupils have common feelings and experiences. (Please ask if you would like to see a copy of our Equal Opportunities Policy).

Curriculum

The curriculum at Springfield is broad, balanced, differentiated and appropriate. It has been designed to motivate and support all pupils in their learning. It is the responsibility of all staff to develop the basic skills of all pupils.
The curriculum emphasis is on the development of basic skills; communication, independence and personal and social skills. The school has adapted the Early Years Curriculum and the National Curriculum to meet the diverse needs of all the pupils. Specialist teaching methods and differentiation are used to ensure all pupils have access to the curriculum. The School follows the Numeracy and Literacy strategies at levels appropriate for individual pupils. Younger pupils are actively encouraged to learn through play and “hands on” experiences. The pupils are encouraged to become as independent and responsible as possible.

Individual Education Plans

Each pupil has an Individual Education Plan (IEP) which is written by staff in consultation with parents. The IEP is reviewed each term, and parents receive reports on their child’s progress towards their targets.