SPRINGFIELDS ACADEMY. SELF-EVALUATION.

March 2017

CONTEXT AND BACKGROUND

Mission: Safe, independent lives for young people with Special Educational Needs.

We are an Academy for young people aged 7-16 with ASD who have the potential to access a primary/secondary curriculum. The Academy specialises in re-

engaging highly anxious, vulnerable young people who demonstrate complex social and emotional responses to their learning and within their community.

All pupils have a statement of special educational needs or an education, health and care plan.

Springfields provides on-site residential accommodation for 29% of its pupils. All residential pupils return home at weekends and during school

holidays.

The majority of pupils are boys. 15% of pupils are girls.

The proportion of pupils supported by the pupil premium is well above the national average.

A small minority of pupils come from ethnic minority groups. No current pupils speak English as an additional language.

Some Years 10 and 11 pupils attend part time at Wiltshire College, supported by school staff.

There are currently 120 pupils, the highest number ever. Growth has been driven by Wiltshire Local Authority and demonstrates that Springfields is the primary

provider in Wiltshire for vulnerable learners with social and emotional difficulties and/or high functioning ASD. 35 pupils are residential, accommodated in

three residential houses. These pupils are specifically supported by the Care Team on a shift basis from Monday morning through to Friday afternoon. The Care

team also play a key role in supporting all pupils during the school day, both day and residential pupils.

Year Numbers of pupils ASD

2016-17 120 65% (KS2 87%)

2015-16 104 59% (KS2 82%)

2014-15 90 56%

2013-14 91 56%

2012-13 85 42%

We have provision for young people with a variety of SEND including –

• ASD, including PDA.

• ADHD

• SpLd

• Attachment Disorder / Trauma.

• Oppositional Defiance Disorder

• Social Communication Disorder

(The admissions policy is available for parents and carers to view via a link on the school website.)

The Academy works effectively in partnership with:

The National Autistic Society. The Academy gained accreditation in June 2016.

Other Special schools in Wiltshire (All Special school heads meet with the Local Authority once a term and have their own organisation; WISSC)

Other Schools. The Academy is considering options in terms of joining a MAT.

The Academy works closely with mainstream schools to offer alternative provision on the Springfields site. The Academy works closely with St Marys,

girls’ independent school. The girls offer mentoring in social development and Maths to our pupils.

External agencies. Especially Local Authority placement officers, attendance officers, safeguarding team, DOFA, and CAMHS and social services.

Sports and art groups ( Up and under sports, Bath Rugby, Dallaglio Foundation, Kandu Arts)

Higher Education. We are the centre for SEN training for Bath Spa PGCE students.

Calne Chamber of Commerce.

These partnerships improve the Academy, extend the curriculum and increase the range and quality of learning opportunities for pupils.

The academy effectively engages with and promotes the confidence of Parents/ Carers through:

A Parent Governor.

A Parents/Carer Forum, established by current Head teacher in 2013.

Three parent information evenings per year.

Fortnightly coffee mornings.

(Head teacher) blogging and drop in opportunities.

The following criteria are used to measure student success and outcomes at Springfields: All pupils make at least good progress measured against the following

measures:

Academic progress

Improvements in attendance/ engagement since becoming a Springfields pupil.

Improvements in exclusion rates (fixed and permanent) since becoming a Springfields pupil.

Improvements in behaviour. Decreased use of PI and internal exclusion areas.

100% progress back to mainstream at post 16. College, employment and apprenticeship. (NEET figures /Post 16 destination outcomes)

Additional 2017

Improvement in resilience. Social and emotional progress. Data available from Term 5.

Progress against ILP targets. Data available from Term 4/5.

Ofsted May 2016

Ofsted May 2016 rated the Academy as a school that requires improvement. However the following strengths were identified:

Developing since September, the joint focus of new senior leaders on improvement is a strength.

Teaching in key stage 2 is effective. Pupils often behave well and are making good progress.

Disadvantaged pupils make progress which is at least as good as their peers in the school.

Pupils are kept safe. Pupils feel safe in the school, particularly in key stages 3 and 4.

Governors have secured important improvements in welfare provision.

The following areas were highlighted for Improvement.

Leaders have not ensured that teaching is consistently good throughout the school, particularly in key stages 3 and 4.

Teachers do not manage pupils’ behaviour in lessons consistently well. As a result, pupils’ learning is interrupted.

Pupils, including the most able, do not make consistently good progress, particularly in key stages 3 and 4 and in mathematics.

Leaders’ formal checks on teaching are limited. Their evaluation of pupils’ outcomes does not clearly state where improvement is required. This limits

leaders’ ability to challenge staff, the precision of improvement planning and the accuracy of reports to governors. The achievement of the most able

pupils is not promoted consistently well.

Records and plans vary in their detail and usefulness. Pupils’ views are not recorded consistently well. Residential staff do not always record the

actions they take as a result of pupils’ complaints. Formal records are not made of all incidents when pupils go missing from school.

Risk assessments made by residential staff do not always consider fully the risks pupils may encounter from one another.

Pupils’ care plans sometimes identify possible risks for pupils without setting out the provision required as a result.

The Academy retains two clear priorities that will address the areas for improvement identified by Ofsted:

Safeguarding

Teaching and Learning

2016-17. Priorities. Behaviour + Engagement.

Meeting pupil need / ensuring (all) pupil progress

Communication / collaboration across/ within all teaching/ staffing.

Maths / support, action. Whole school.

Ofsted also identified that the following improvement is required as regards planning: ‘improvement plans are clearly linked to precise priorities and targets

for improved outcomes for pupils, and include leadership responsibilities and clear timescales with measurable indicators of success and information about

how governors will check the progress made.’

The following actions link to the Priority Areas 2016-17

1. Whole school approach to Communication.

All staff held to account for the quality of their communication with colleagues, parents and pupils.

Pupil expectations of their communication with peers and staff clarified, rewarded when positive and challenged, with intervention in place when

inappropriate and contrary to school rules.

2. Whole Academy drive to develop and improve leadership at all levels within the organisation and clarity of communication within and between those

levels.

3. Whole Academy approach to Healthy Schools (inc Pupil Voice / Staff well-being).

4. Utilisation of all Academy facilities and resources.

Investigate potential income streams

Develop unique selling points for the Academy

Enhance the Academy’s reputation with all stake holders and the wider community.

Teaching and Learning

Full detailed data sets are available for:

End of KS4 Achievement Report 2016

Progress over Time KS2-4: 3 Year Comparison

Summer Term Data Analysis: July 2016

KS2/3 Progress: July 2016

End of Key Stage 3 Progress over Time Report

End of Key Stage 2 Progress over Time Report

AGAT report.

Context

In January 2016, the academy re-structured in order to create a curriculum model that further meets the academic and social/ emotional needs of the pupils.

from 3 primary classes at KS2, to an additional 5 primary model classes at KS3.

Literacy Context

The academy’s current overall literacy profile is as follows:

• 22% of pupils are in the bottom 2% nationally for reading and spelling (23/104)

• 63% of pupils do not have age appropriate reading skills (66/104)

• 63% of pupils do not have age appropriate spelling skills (66/104)

There are currently robust systems in place for monitoring the progress of all students, with attainment data being collected and analysed three times a year. Green

interventions are established for those pupils exceeding targets, and red for those identified as being below target.

1. Teaching and Learning Priorities Term 3-5. 2016-2017

Improve teaching at KS3 and 4. Develop outstanding practice in the delivery of a KS3 programme that builds from the knowledge, skills and understanding that

underpin KS2 so that all pupils, including the most able, make good progress in lessons from their different starting points, including the most able.

Improve pupil’s emotional regulation and management of behaviour within lessons.

Numeracy and Mathematics, ensuring good progress.

Ensure that the reporting of all progress data accurately reflects all achievements. ( See section below; Academic progress, Assessment and Target Setting Overview,

this improvement will provide necessary required clarity and consistency for pupils, parents and all stakeholders)

2. Action and Progress

Curriculum planning for 2017-18 in place-assessment of options and required staffing.

Website updated including life skills information.

Performance management process completed with all teaching observed. Two staff addressed through capability as a result.

Programme of numeracy screening using MALT now in place.

All new pupils admitted in term one in class and accessing learning.

3. Evidence. ( Note first data capture of academic year 11/11/16)

83% of pupils on track to meet OR exceed their end of year target in the following subjects: English, Maths, Science, ICT, Art, PE, Geography. ( 77% July 2016)

Comparative Analysis of pupils on track to meet OR exceed their end of year target by Key Stage, subject and group

Pupils December 2016 July 2016

Subject

December 2016 July 2016

Group

December

2016

July 2016

KS2 77% 87% English

79% 70% Looked After

Children 80% 75%

KS3 72% 73%

Maths

86% 73% Autistic

Spectrum

Condition

78% 81%

KS4 68% 70% Science 80% 81% SEBD 67.5% 69%

ICT 81.5% 90% Pupil Premium 83 % 75%

PE 87% 72%

Key Strengths

Achievements in English at KS4 and progress from KS2-4 (average of 2 levels from starting point).

Pupil Progress and teaching at KS2 in core subjects.

Quality of teaching in KS4 in English, PE and ICT.

Key Target Area Term 4-6 2017. Academic progress, Assessment and Target Setting Overview

KS2 – 3 (Year 3 – Year 8)

All pupils from year 3 to 8 follow and are assessed against the primary national curriculum. (with necessary exceptions)

Within the first 6 weeks of placement, a teacher-assessed stage is awarded in English and Maths if the entry point is between year 3 and 8.

1

Developing

1 Secure

2

Developing

2 Secure

3

Developing

Pupils working at stage 1 or 2 are expected to

make one sub stage progress per academic year.

Pupils working at stage 3 or above are expected to

make one stage progress per academic year.

3 Secure

4

Developing

4 Secure

5

Developing

5 Secure

6

Developing

6 Secure

+ further

stages

Benchmark

If pupils are working at a 4 secure or 5 developing (or have achieved 100 from their SATS test) then an initial GCSE/Functional skills pathway is identified and

tracked at the beginning of year 7.

This is re-visited and moderated at the end of year 8 where pupils who are working at a 6 secure or 7 developing begin a GCSE/Functional skills/exams based

pathway from year 9.

End of Year 8

teacher assessed

moderation

Year 9

6S/7D

Exam based pathway

e.g. GCSE/FS

Year 9

Additional year of

assessment against

Primary NC

followed by Entry

level, Foundation

Learning Pathway

Target Setting KS2 – KS4

a) GCSE Pathway

EKS2 - Stage Lower Quartile Medium Quartile Upper Quartile

4 Secure 2 3 4

5 Developing 2 3 4

5 Secure 3 4 5

6 Developing 3 4 5

6 Secure 4 5 6

7 Developing 4 5 6

b) Foundation learning Pathway

EKS2 - Stage Lower Quartile Medium Quartile Upper Quartile

4 Developing 1 or EL3 2 3

3 Secure EL3 1 2

3 Developing EL2 EL3 1

2 Secure EL1 EL2 EL3

2 Developing EL1 EL1 EL2

1 Secure - EL1 EL1

1 Developing - - EL1

Pupil Premium. Progress and Spend: 2016 – 17

Last year the use of funding to deliver focused interventions (academic, social, emotional and/or therapeutic) meant that our pupil premium students made good

progress. Not all children are currently receiving additional and extra resources as the funds are accessed as and when required. The premise behind PPG is that

it is spent on the individual. Impact can be ‘soft measures’ e.g. raised self-esteem impact does not necessarily need to be data driven. However a 24 hour

personalized curriculum will and should have an effect on academic progress and achievement. The academy has measured the impact of PPG on progress.

83%of students in receipt of the Pupil Premium award made upper quartile progress in all subjects compared to 82% of their peers.

88% of students in receipt of the Pupil Premium award made upper quartile progress in Numeracy compared to 86% of their peers.

76% of students in receipt of the Pupil Premium award made upper quartile progress in Literacy compared to 79% of their peers.

80% of students in receipt of the Pupil Premium award made upper quartile progress in Science compared to 80% of their peers.

we have identified those eligible for free school meals or in care and through discussion with class teachers, pupils, parents and other educational and health

professionals have created bespoke packages of support based on educational need. Concentrating on literacy and numeracy, progress data is analysed to

identify areas for development and teaching strategies then determined to ensure progress. These strategies, overseen by the class teacher, are delivered in one

to one sessions or small group sessions. In addition, teaching is enhanced by the use of literacy and numeracy resources to engage and assist students in their

understanding of concepts and skills. Pupil Premium funding has therefore been used to:

Provide additional staffing to support pupils in narrowing the gap in literacy and numeracy. These staff have also been used to target the social,

communicational and emotional needs of the pupils to allow then to engage with their provision.

Provide a consistent ASD teaching and learning environment. The Academy has invested in a range of resources designed to reduce the anxiety of the

ASD cohort. This classroom consistency has increased engagement, progress and reduced out of class numbers across the school.

Enable further phonics (Read Write Inc.) and numeracy (Maths makes sense) training to occur and enable teachers, learning mentors, pupil support

workers and care staff’s to acquire additional reading and phonic and numeracy resources.

Enhance the social inclusion of all pupils at the Academy through increased resources and support during social times. Social times at Springfields are

seen as an extension of the curriculum – these are planned, resourced and staffed with PPG.

Develop Therapeutic Services – targeted at individuals. The Academy has significantly increased its counselling provision.

Provide experiential learning experiences for identified pupils (Residential camping trip to Wales to develop cultural awareness alongside self-esteem,

confidence and worth).

Provide individualised curriculum for pupils in receipt of pupil premium e.g. Kandu Art, Wiltshire college, Wiltshire Wildlife and Ontrack.

Year 11 Destination Data 2015-16. 100% progression back to mainstream provision.

Name Level Subject Destination

CD Level 2 Media Studies Chippenham College

LA Level 2 Media Studies Chippenham College

TJM Level 1 Motor Vehicle Trowbridge College

WD Level 1 Foundation Studies Chippenham College

JLG A Level Media Studies Bath Studio School

SB Entry Level Foundation Studies Lackham

ET Level 3 Game Design Swindon College

TC Apprenticeship Agriculture Sprays Farm, Calne

TB Level 1 Foundation Studies Lackham College

TG Entry Level Foundation Studies Salisbury College

RL Entry Level Foundation Studies Lackham College

2. The quality of teaching, learning and assessment: grade 2.

The overall proportion of good and outstanding lessons remains consistently high over a period of significant change in environment and cohort.

2012-13

43 TEACHERS

2013-14

26 TEACHERS

2014-15

32 TEACHERS

2015-16

17 TEACHERS

2016-17

TEACHERS

Overall Good or

Outstanding

82% 92 % 88% 100% 89%

Outstanding 40% (17) 38% (10) 25% (8) 35% (7)

11% (2)

Good 42% (18) 54% (14) 63% (20) 65% (11)

78% (14)

RI 18% (8) 8% (2)

12% (4) 0% (0) 11% (2)

The lesson observation cycle forms part of a teacher’s performance review during autumn term 1.

There is also a second formal observation during the mid-year review cycle, where performance management targets are reviewed.

Drop-in observations are also carried out each term by line managers and members of the senior and extended leadership team. Any concerns regarding

performance are then logged. If there are ongoing concerns, appropriate action is taken in line with the Appraisal and Capability policies.

2016-17

The two RI lessons were followed up with further observations, both resulting in further RI. Both teachers were on support programmes. One improved and one

resigned.

The quality of teaching, learning and assessment is rapidly improving from Requires Improvement.

Springfields pupils receive consistently good input and support from all staff. Due to training, reflection, monitoring and review the majority of

lessons seen across the provision (89%) are good or better.

Engagement in learning is improving and physical interventions are drastically reducing.

(Corroborated by Deidre Fitzpatrick SIP (ROI) / Bob Colbourn (ROI) Reach MAT consultant.)

We have achieved improvement to date, in part through:

Rigorous in- house observation schedules, feedback and improved supervision.

Monitoring schedules and associated folder of evidence.

Calibrated PMR targets that focus directly on improvement and that are commensurate with role and responsibility.

A culture of collaboration and meeting structure in which leaders are free to lead and all staff can view and share best practice re: teaching and learning

– throughout the year.

Daily briefings, with a focus on pupil progress and outcomes.

Whole staff training and opportunities with a focus on how to secure good Teaching and Learning, and within this develop a functional analysis

approach to behaviour, building from the strong foundations already in place regarding consistency of environment.

Implemented SLT meetings, with a specific focus on curriculum and T&L – at least two per term.

Tightened focus on priorities for the Teaching and Learning extended leaders, with responsibility for improving T&L across the provision.

To ensure effective future proofing of all provision the Academy is also undertaking a curriculum review that assesses pupil need from year 8, 9 and 10

ensuring that we are equipped with the necessary resources to meet need, and can avoid formally restructuring the Teaching staff.

3. Personal development and welfare. Requires improvement.

The Academy meets the needs of its pupils and has transformed its approaches to behaviour management.

The Academy rules are referred to as an integral aspect of the behaviour management within a lesson.

o We are kind and helpful

o We listen to everyone

o We tell the truth

o We work hard

o We look after our school and everything in it.

These key terms are celebrated and certificates given. Other rewards, individual motivators (short or long term) are linked to these terms. Every child has a short and long

term motivator and classes work towards class rewards. Pupils are consistently challenged when not according to these rules.

Our PSD programmes (and other activities) ‘teach’, ‘promote’ and ‘guide’ pupils so that they are shown how to be kind and honest etc and what the term actually means. The

appropriateness and relevance of ‘kind’ behaviours in different social settings is also taught and discussed.

Our proposed measure of Social and Emotional progress ( resiliency Scales) will enable us to provide a measure of how well pupils understand these terms , are developing

these qualities and are able to apply positive behaviours related to these terms. Without resilience it is difficult to consistently demonstrate the caring and giving qualities that

we wish to promote and instil in all our pupils. Therefore, we teach, measure and record what we value and make necessary changes to accommodate the progress of all.

Pupil voice, in part through the student council play a key role in establishing the culture and activities of the academy. Pupils feel they have involvement in

academy life, both residentially and as day pupils. The site is clean and tidy with no graffiti, and infrequent visible vandalism or damage. Pupils have

involvement in staff selection processes. Pupil voice is a strong aspect of the tutor system. The head teacher is active in meeting with the student council and

promoting their ideas.

Pupil surveys indicate that pupils feel well supported, safe and happy. There is highly effective behaviour monitoring through daily incident reports. The

introduction of Behaviour Watch, (September 2015) a web based bespoke behaviour management and analysis programme has further improved this.

Pupil attendance is high. Overall attendance inc authorised is 97.3% (96.2% 2014) 100% attendance is praised each term in assembly and certificates are issued;

letters are sent at the end of the year for attendance above 95%. 56% of pupils’ attendance has either increased or stayed the same.

Behaviour Priorities 2016-2017.

Develop deeper analysis and understanding of antecedents and thereby:

Reduce Physical interventions

Reduce fixed term exclusions

Upskill all staff in their confidence and ability to understand and identify antecedents and help pupils to emotionally regulate and manage their

anxieties.

OVERALL: TERM 1-3.

53% REDUCTION IN OUT OF CLASS

81% REDUCTION IN PHYSICAL INTERVENTIONS

Physical Intervention Analysis Term 2 2016.

Physical Intervention Break Down

Total KS2 KS3 KS4 New pupils

Term 1 (7weeks) 86 47 21 5 13

Term 2 21 13 (8 Pupils) 6 (6 Pupils) 2 (1 Pupil) 5

There has been a reduction in the number of Physical Interventions.

- Behaviour is being challenged more consistently

- Strategies from care plans being used more effectively

Prone holds

14-15 26

15-16 6

Term 1 1

Term 2 0

Term 3 0

Prone holds have reduced 100%.

Residential Physical Intervention

Number of Residential PI

14-15 17

15-16 8

Term 1 0

Term 2 1

Term 3 4 (one pupil)

There is an overall declining trend in the number of Interventions required during residential time.

Length of time pupils involved in physical interventions have been at the Academy

Time at school Term 1 % Term 2 % Term 3%

0 – 6 months 25% 33% 32%

6 – 12 months 4% 0 0

2 – 3 years 17% 0 12

3 – 4 years 4% 7% 0%

4 + years 4% 13% 16

A high % of new pupils require interventions.

- New school, after some have been out of education.

- Antecedents still being identified.

- Behaviours consistently challenged

- Learning the routines and expectations of the Academy

Type of hold used

TERM % use of single elbow holds and guides

1-6 2015-16 70%

Term 1 2016-17 61%

Term 2 78%

Term 3 74%

The least restrictive hold is being used during Physical Interventions

Time per hold

Length of Physical

Intervention

Term 1 Term 2 Term 3

Less than 30 seconds 37%

66%

72 %

82%

68%

88%

30 – 60 seconds 29% 10% 20

1 – 2 minutes 10% 13% 8

2 – 5 minutes 21% 5% 0

More than 5 minutes 10% 0% 4

Physical Interventions have reduced this year and the length of time in a Physical Intervention has also decreased.

Pupil engagement has improved because:

Behaviour being challenged more consistently

Behaviour system being embedded

Work to identify antecedents, and address, becoming more embedded.

Training implemented for staff. (Fiona Clark. Uplands School. 25/11/16)

Exclusions

Overall Picture

Term Number of FTE

Term 1 20

Term 2 15

Term 3 6

Reason for Exclusion

Reason Term 1 Term 2 Term 3

Persistent disruptive

behaviour

10 5 0

Physical assault on

an adult

3 2 1

Physical assault on a

peer

0 1 2

Bullying 1 0 0

Damage 0 1 0

Verbal abuse - Adult 2 1 0

Racial Abuse 1 0 2

Verbal abuse - Pupil 1 0 0

Sexual Misconduct 0 2 0

Other 2 3 1

Further improvement:

Improve recording and understanding of antecedents not behaviours.

Enhance all staff training and accountability around anxiety reduction, emotional regulation and behaviour management.

Research and invest in social skills, emotional literacy / regulation and language and communication programmes so that all staff are upskilled in

addressing statement need, ensuring that resources are best geared to promoting positive behaviours.

The number of FTE is

significantly reducing

on a term on term basis

Persistent

disruptive

behaviour and

physical assault

on staff are

reducing term on

term.

Further embed, through audit and accountability, staff consistent use of the Behaviour structure and staircase.

Within this structure the Academy is now driving a functional analysis of behaviours, based on Linda Miller’s 5P approach. This approach will enable us to

identify and work proactively to support our pupils and reduce their anxieties thereby giving us opportunities and strategies that will enable them to stay in class

and engage more fully. The intended outcomes of this approach are:

To further reduce the risk of any child disengaging from learning.

To further reduce fixed term exclusions and physical interventions.

To empower all staff in behaviour management allowing senior leaders to monitor staff effectiveness in this area of their practice and assess necessary

changes to care plans pro-actively thereby further reducing risk to all.

Safeguarding

‘The arrangements for safeguarding are effective and meet requirements. The deputy headteacher fulfils his role as designated safeguarding lead with

passion and focus. He and the deputy designated leader are well trained. Open links are established with local authorities and social services. When

necessary, the school makes timely referrals and takes the initiative to call case meetings. The school’s policies and procedures have been completely

reviewed in the last nine months and staff fully trained, including when inducted. The deputy headteacher closely monitors the way staff implement

requirements, and takes swift action when any weaknesses are identified, including using disciplinary procedures.’ Ofsted May 2016.

Safeguarding remains our highest priority. Safeguarding is co-ordinated by the Deputy Headteacher. All statutory requirements are met. There are clear records

of all actions taken to follow up child protection issues. All relevant policies are updated.

Appropriate arrangements for child protection are in place with clear signage across the whole site, annual whole school training, a dedicated full time

safeguarding officer, a link governor for safeguarding and additional members of the leadership team L3 trained. Child protection training is undertaken

annually and staff sign to acknowledge receipt of, and amendments to relevant policy (as guided by the local safeguarding children’s board).

Safeguarding Priorities 2016-2017 – identified in school improvement plan

Missing from Education - The school’s procedures are compatible with the local runaway and missing from home and care (RMFHC) protocols and

procedures applicable to the area where the school is located.

All risk assessments re placements on houses alert all staff to any potential risks that children may present to each other.

Tutors and key workers to be monitored around the use of risk assessments, one page profiles and supporting documents.

Pupils’ care plans consistently identify possible risks for pupils and set out the provision required as a result.

A single central record is maintained for all staff as well as frequent visitors/volunteers.

Supporting Pupils

All new pupils now have a completed one page profile, care plan and associated safeguarding documentation. These are currently being quality assured

as some do not meet the standard needed to safeguard stakeholders.

Following a meeting with CAMHS managers the Academy has developed its own mental health procedure. CAMHS would like to use this model in

schools across Wiltshire and asked us to help shape strategy. They will now be attending our safeguarding meetings on a monthly basis to improve

outcomes for pupils.

In term 4 the safeguarding team are going to pilot drop in sessions for pupils. A range of professionals will be available on a Wednesday afternoon for

pupils to access specialist support/advice.

2015-16 Term 1 Term 2 Term 3

Term 4

Term 5 Term 6 Total

Number of

Referrals

28 28 14 14 16 7 107

Number of

Referrals passing

threshold CSC

9 8 1 3 3 3 27

2016-17 Term 1 Term 2 Term 3

Number of

Referrals

23 26 16

Number of

Referrals passing

threshold

6 3 0

Number of referrals

relating to Mental

Health

18 5

Number of referrals

relating to

PREVENT

1 3

4. The quality of leadership and management of the school: grade 3.

Governance

Governors play a full part in identifying and challenging the school’s main priorities. There are four main statutory committees; Finance and Premises,

Teaching and Learning, Leadership and Management and Behaviour and Safety. In addition there is a staffing subcommittee, a lead safeguarding governor and

a strategic governors group comprised of the heads of the four committees. Governors are frequent visitors to the academy, for both planned meetings and

unannounced visits. They measure progress towards the measurable targets in the school improvement plan and challenge the school to improve. Additionally

they visit the school unannounced and employ a registered unannounced visitor for the residential provision, who prepares reports for them on a monthly basis.

They are focussed in following up any areas where the school is not on track to meet its targets.

Residential Care

Strengths

Clarity of outcomes for pupils; Positive self-esteem, good health and well-being for life (food, exercise, mental health strategies (mindfulness etc.), recovery

from previous experiences, fulfilment of educational potential, successful transition proofing: gain employment, further training, education to 19, build and

maintain relationships and contribute positively to society/community.

• Leadership, experience, development and commitment of residential care team

• External scrutiny of provision. R44.

• Key worker system

• Staff stability (low turnover – internal cover i.e. no bank staffing)

• Relationship with, and communications with teaching staff.

• Relationships with the child’s home

• Activities and opportunities to maintain and develop links with, and to, the child’s home community.

• Regular communications through the key worker system to the child regarding their future, their improvements and areas they will gain further support

to develop.

Overall Strengths

The clarity of Improvement Priorities: Safeguarding and Teaching and Learning.

Progress outcomes for pupils are strong. These include all aspects of pupils’ personal development considering starting points on entering the Academy.

The quality of teaching and learning is consistently good, especially in KS2.

Relationships with most parents/families are good and parents feel that the Academy serves their children well.

The leadership team have a clear understanding of the Academy’s strengths and weaknesses and the actions they need to take.

Our residential social care team.

The Local Authority believe in Springfields and our capability to provoke massive positive change in the lives of young people who it had not been

possible to place elsewhere.

The Head teacher and Leadership team are open to the need to further improve and change, and are deeply committed to working with external support

to help build sustainable outstanding provision for children and their families.

The Academy is aware of what it has achieved through adversity, what it must further improve and what it has to manage whilst further improvements

are being made.

Additional Actions and Improvements 2016-17.

Whole school approach to Communication.

Code of conduct targets implemented as an aspect of whole staff performance; Resilience, integrity, self-awareness, collaboration.

Communication with parents logged on behaviourwatch and monitored.

Pupil expectations of their communication with peers and staff clarified, rewarded when positive and challenged, with intervention in place

when inappropriate and contrary to school rules.

Whole Academy drive to develop and improve leadership at all levels within the organisation and clarity of communication within and between

those levels.

Leaders throughout the Academy identified. Distinct tiers of leadership initiated.

Supervision standardised and monitored.

All leaders given dedicated time with Ray Burrows (Mulberry Bush) to reflect on their role, relationships and duties.

Nicola Brooks. Action Research. (The Expansive Education Network (EEN) led by Professor Bill Lucas of Winchester University.)

A senior extended leader is researching the hypothesis that improving staff’s ability to reflect and make changes can have an impact on their ability to

emotionally regulate and their levels of resilience.

A coaching corner is in the staffroom with the aim of encouraging professional dialogue between colleagues, along with including a reflective space in

each staff briefing. Supervisions include two key self-reflection questions.

This work complements the work of Ray Burrows (Mulberry Bush School) around reflection and self-awareness, it also ties into the four professional

conduct strands of performance management, (self-awareness, resilience, integrity and collaboration) along with complementing the Healthy Working

Lives group.

The group is addressing environmental changes, social and professional opportunities.

Utilisation of all Academy facilities and resources.

The Academy will assess the feasibility of remote management of an ASD resource base in Salisbury.

Action has been taken rebrand and develop the Vocational Centre to the Creative Technology Centre (CTC) The aim is for the CTC to provide an

innovative curriculum to external providers that now incorporates 21st century digital enterprise skills together with a strong vocational base.

The Academy is actively working with the Local Authority to address the issues of the unused staff houses on-site. It is hoped that this may lead to the

development of a children’s home.

The Academies reputation is rebuilding through the strength of relationship with the Local Authority. The HT has represented the Academy at the National

REACH conference and Reach South Headteacher’s training. The HT now meets termly with the HT from John Bentley School to identify partnership /

collaborative opportunities.

The Academy will also participate with other schools in the Kelston Barn project. An environmental science / humanities / arts project, involving Bath Spa

University and allowing for LOTC/camping residential experiences within an hour of the academy.

The Academies reputation continues to grow through the strength of partnership with Bath Spa University. The HT and lead for literacy (NBR) both

lectured to this year’s PGCE cohort.

Additional areas of leadership action and improvement.

Budget deficit recovery plan on target.

To ensure deficit recovery is in place the Academy leadership is currently planning a staffing restructure. This will necessitate the reduction of Care and

Night care staff, with impact on cleaning and catering hours. The reduction of care staff must be addressed with Safeguarding at the forefront of thought,

due to the essential and lead role they play in this area.

In light of the above , curriculum modelling is currently being undertaken to assess the future demands on our provision that our current pupils through

years 8-10 will place, ensuring that we can be proactive in planning to meet need and avoid creating redundancies within teaching.

SLA agreed with the Local Authority to secure 16 bed provision from 2018 for minimum three year period.

The Academy asked to lead by the Local Authority on a pioneering approach to ASD and pupil voice.

MAT. Due diligence has continued throughout terms 1 -3. This has covered, finance, teaching and learning, estates and environment and social care. Full

finance plan will be submitted to DFE early 2017 with potential full membership, if agreed April 1 2017.

Environmental Change. 2017

Assess internal environment of teaching block to enhance safety

Build an office space on the first floor of the building ( next to atrium area) so that staff are always present to assist pupils in de-escalation and regulation

of their behaviours and that pupils have a safe space in which to do this, before they are returned to the learning environment.

CIF bid to be submitted re general maintenance and preservation of Olympus building in preparation for alternative usage; 2018. Plus, bid to replace

heating system in Main (old) build.

Ongoing (site) management to complete gym work and external shell of Main (old) build.

How we will further improve. 2017.

Build a culture of whole school numeracy development commensurate with that in place for literacy. This involves celebration events and bi-annual

testing and review.

Enhance all staff accountability around anxiety reduction, emotional regulation and behaviour management, effectively utilising ILPs.

Research and invest in social skills, emotional literacy / regulation and language and communication programmes so that all staff are upskilled in

addressing statement need.

Interrogate and clarify our assessment measures to ensure accurate capture and communication of all pupil progress.

Current overall effectiveness: Requires Improvement. This grading demonstrates leadership awareness, commitment to, and understanding of

how to improve the Academy as we rapidly progress towards being sustainably good. There is greater consistency and coherence between all

areas of the operation. A thread of safeguarding and pupil progress runs through school improvement, leadership priorities, and all staff targets.

With the improvements that have been made, the developments that are currently being led and managed and our understanding of what we need

to do next to further improve, the Academy ends 2016 in a strong position; ready to join a MAT, able to expand, confident in its developing ability

to meet need and reflective in its practice.