SPRINGFIELDS ACADEMY. SELF-EVALUATION.
May 2017
CONTEXT AND BACKGROUND
Mission: Safe, independent lives for young people with Special Educational Needs.
We are an Academy for 120 young people aged 7-16 predominantly diagnosed 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
2016-17
2015-16
2014-15
2013-14
2012-13
Numbers of pupils
120
104
90
91
85
ASD
70% (KS2 87%)
59% (KS2 82%)
56%
56%
42%
We have provision for young people with a variety of SEND including –
•
•
•
•
•
•
ASD, including PDA.
ADHD
SEMH
Attachment Disorder / Trauma.
Oppositional Defiance Disorder
Social Communication Disorder
Need
%
ASD
82
70%
SEMH
19
11%
SLCN
5
4%
MLD
1
1%
Other
17
14% 4%: Hyperkinetic disorder – ADHD (Single diagnosis) 10%: Attachment
Total
120 100%
(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.
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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 has spent the past three years working with potential sponsors re 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, Dallaglio Foundation, Kandu Arts)
Higher Education. We are the centre for SEN training for Bath Spa PGCE students.
Calne Chamber of Commerce, Calne Rotary and other community groups.
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.
February 2017 Family Questionnaire
In order to identify the current views of parents, Autism Accreditation asked the school to send out questionnaires with stamped addressed envelopes so parents
could return them directly to the Accreditation office. The school was instructed by Autism Accreditation to notify parents that they should receive a copy of
the questionnaire via the school’s website. The results indicated improvement on the questionnaire conducted in June 2016.
SCORES
Number of Questionnaires sent out:
22
Number of Questionnaires returned:
14
Unscored
VERY
UNHAPPY
UNHAPPY
SATISFIED
HAPPY
VERY
HAPPY
Contact
0
1
1
0
6
6
Support
0
0
1
1
6
6
Advice
0
0
1
3
4
6
Involvement
0
0
2
3
3
6
TOTALS
0
1
5
7
19
24
0%
2%
9%
12%
34%
43%
PERCENTAGES
As shown above 77 % of scores were in the happy or very happy range suggesting that a clear majority of parents are pleased with how the school works with
them and how they support their child. The comment sections contained a number of positive comments of which the following are representative.
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Regular contact from teacher. School is responsive when contacted and makes time to answer questions.
Springfields is amazing. The staff are always there and my child loves the communication and the things they do. My child has never been excluded,
something the past school couldn’t do.
Plenty of opportunity to visit and see work at the school- parents coffee meetings.
Communication with parents is outstanding.
Weekly headteacher emails, daily student diary, website always updated.
Springfields is fantastic in all aspects. My child is very happy and has made great progress.
My child is very happy to go to school. When things go wrong they sort it out. They take time to listen and sort things out.
My son comes home very happy.
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There were a relatively small number of comments about how the school could improve:
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One parent stated that ‘communication with the residential setting has been brilliant, the communication with the education could be better, but is still
satisfying’.
We are working to improve this area.
Pupil Progress.
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:
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Academic progress
Improvements in attendance/ engagement since becoming a Springfields pupil.
Reduction of exclusion rates (fixed and permanent) since becoming a Springfields pupil.
Improvements in behaviour. Decreased PI, fixed term exclusion and internal exclusion areas.

100% progress back to ‘mainstream’ at post 16. College, employment and apprenticeship. (NEET figures /Post 16 destination outcomes)
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Additional 2017
Improvement in resilience. Social and emotional progress. Data available from Term 5.
Progress against ILP targets. Data available from Term 5.
Ofsted May 2016
Ofsted May 2016 rated the Academy as a school that requires improvement. However the following strengths were identified:
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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.
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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:
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Safeguarding
Teaching and Learning
2016-17. Priorities. Behaviour + Engagement.
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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:
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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
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.
Indicative evidence of Progress over time: KS2 -3 Progress Data & KS4 Outcomes – Year 11
English
Pupil
EKS2
EKS3
Progression
CC
EK
MC
CT
RV
MCc
JM
JP
3a
4a
1a
4a
4a
3b
2b
1a
5b
6b
3a
6b
6c
5b
4b
3a
UQ
UQ
UQ
UQ
UQ
UQ
UQ
UQ
Pupil
EKS2
EKS3
Progression
CC
EK
MC
CT
RV
MCc
JM
JP
3b
4b
2c
4b
4a
3c
2a
3c
4b
5a
4c
5c
5a
5c
4a
4a
MQ
LQ
UQ
LQ
LQ
UQ
UQ
MQ
GCSE Target
Grade
moderated
EKS3
D
B
E
B
C
C
D
E
KS4 Outcomes
1. Achieved
Functional Skills Level 1
2/3 Functional Skills level 1 Passed
EL2
Functional Skills Level 1
Functional Skills Level 1
EL3
2. Entered
GCSE English Land
GCSE English Lang
AQA Step Up to English (Gold)
GCSE English lang
GCSE English Lang
Functional Skills Level 1EL3
EL2 & AQA Step to English (Silver)
EL2
Maths
GCSE Target
Grade
Moderated
EKS3
E
D
F
D
C
D
E
E
KS4 Outcomes
1. Achieved
2. Entered
GCSE Maths (F)
GCSE Maths (F)
EL3
GCSE Maths (F)
GCSE Maths (F)
EL3
EL3
1. Teaching and Learning Priorities. 2016-2017
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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. ( see above)
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.
 New TLR structure for September 2017. Additional posts:
o Deputy SENCO
o Deputy lead for primary learning model ( KS2/3)
o Transitions
o Teaching staff support and development.
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
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.
April 2017 – Academic Pupil Progress
Academic progress is measured and reported on in four key areas of the curriculum; English, Maths, Science and ICT. Other areas of the curriculum also report
on progress and this is captured through evidence app and benchmarked in relation to targets specific to the individual subject.
Overall
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82% of pupils make upper quartile (or equivalent) progress towards their individual targets.
This is broken down below into:
1. Subjects
English
70%
Maths
85%
Science
86%
ICT
88%
2. Key Stage
Key Stage
KS2
KS3
KS4
English
95%
61%
67%
Maths
95%
88%
76%
Science
100%
88%
75%
ICT
100%
85%
92%
3. Pupil Premium
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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 85% of their peers.
76% of students in receipt of the Pupil Premium award made upper quartile progress in Literacy compared to 70% of their peers.
80% of students in receipt of the Pupil Premium award made upper quartile progress in Science compared to 86% of their peers.
4. Progress over time (2016-17)
Data Capture
July 2016
English
70%
Maths
73%
Science
81%
ICT
90%
Nov 2016
April 2017
79%
70%
86%
85%
80%
86%
82%
88%
5. Comparison with National Data
English KS2
Maths KS2
English KS2-4
Maths KS2-4
National SEND Figures
52%
48%
29.6%
21.3%
Springfields Data
95%
95%
61%/67%
88%/76%
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
3 Secure
4
Developing
4 Secure
5
Developing
5 Secure
6
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.
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
Year 9
6S/7D
Additional year of
assessment against
Primary NC
followed by Entry
level, Foundation
Learning Pathway
Exam based pathway
e.g. GCSE/FS
Target Setting KS2 – KS4
a) GCSE Pathway
EKS2 - Stage
4 Secure
5 Developing
5 Secure
6 Developing
6 Secure
7 Developing
Lower Quartile
2
2
3
3
4
4
Medium Quartile
3
3
4
4
5
5
Upper Quartile
4
4
5
5
6
6
Medium Quartile
2
1
EL3
EL2
EL1
EL1
-
Upper Quartile
3
2
1
EL3
EL2
EL1
EL1
b) Foundation learning Pathway
EKS2 - Stage
4 Developing
3 Secure
3 Developing
2 Secure
2 Developing
1 Secure
1 Developing
Lower Quartile
1 or EL3
EL3
EL2
EL1
EL1
-
Curriculum
a) Core Subjects
1. Literacy/English ( Literacy Screening and interventions)
2. Numeracy/Maths (Numeracy Screening and interventions)
3. Science
4. Primary/Trailblazers
5. Willow
6. Life Skills
b) Foundation Subjects
1. Creative Technology
2. PE
3. LOTC
c) Creative Technology Centre
1. Motor Vehicles
2. Hair & Beauty
3. Catering
d) Social, Emotional & Alternative Methods of Assessment of Learning.
All lead teachers in the areas above have been directed to provide the following information.
Rationale: ( eg : example below from English demonstrating link to core aims)
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It is the aim for all pupils to leave the academy with a functional level of literacy. This means that pupils are able to lead a safe and independent life, being
able to navigate the world around them and communicate with their fellow citizens.
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What are we assessing and why? ( eg : example below from English demonstrating link to British Values)

Progress in literacy and English are vital for employability and positive citizenship. English is a key vehicle for our communication of British Values.
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What we assess against.
How we benchmark.
Our expected aspirational progress in terms of target setting.
How progress is evidenced and reported.
The frequency of moderation
The evidence is recorded if/when targets are changed? (e.g. if they are AGAT
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Pupil Outcomes in terms of Attainment, Qualifications, Skills, Knowledge
Pathways (KS2-3. KS3-4, KS4-5)
This information will now shape the next phase of our improvement planning as we co-ordinate all pupil gains and provide clarity of information for pupils and
parents about the progress of learning and the next steps required. There will be a fuller more detailed report for Parents / Carers July 2017.
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.
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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:
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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
CD
Level 2
Subject
Media Studies
Destination
Chippenham College
LA
TJM
WD
JLG
SB
ET
TC
TB
TG
RL
Level 2
Level 1
Level 1
A Level
Entry Level
Level 3
Apprenticeship
Level 1
Entry Level
Entry Level
Media Studies
Motor Vehicle
Foundation Studies
Media Studies
Foundation Studies
Game Design
Agriculture
Foundation Studies
Foundation Studies
Foundation Studies
Chippenham College
Trowbridge College
Chippenham College
Bath Studio School
Lackham
Swindon College
Sprays Farm, Calne
Lackham College
Salisbury College
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
89%
Overall Good or
Outstanding
Outstanding
82%
92 %
88%
100%
40% (17)
38% (10)
25% (8)
35% (7)
Good
42% (18)
54% (14)
63% (20)
65% (11)
78% (14)
RI
18% (8)
8% (2)
12% (4)
0% (0)
11% (2)
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:
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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, outcomes and reflection.
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.
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.
SEND specific interventions that have improved outcomes for pupils or have provided evidence of progress.
Progress Since Previous
Report
 Autism Progress
Software

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Social and emotional
progress data booklet
Individual Costings for
Students/Banded
funding
Evidence/Progress
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The software has now been used to write a report for a panel. It divides autism into 4 sub-headings each of which is
then divided into 17 levels. This has been positively received by the LA and the software will now be piloted in
Willow class. It will evidence progress of social interaction, social communication, flexibility of thought and
emotional regulation.
This details the social and emotional progress measures that the academy currently uses, including: resiliency scales,
ILPs, autism progress, SALT. This data can then be reported to parents in the Summer term pupil reports.
We have successfully costed out individual pupils so that panel pays outside of banded funding. For example, we
costed the provision for one pupil at 93k and have been awarded this amount – this indicates a significant

Monitoring of ILPs

Environmental Audit
Updated

ADHD Focus Group
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
Personalised
Intervention/Use of
ABC
LM/PSW training

SEND CPD Model
improvement in how our young people are funded and how the LA interacts with us. We have successfully received
funding which is outside of banding funding for 3 students so far.
 82% of students mostly achieved/successfully achieved 2 out of 3 of their targets.
 61% of students mostly achieved/successfully achieved all of their targets.
 Each child should now have new targets and thus by the end of this academic year, all students will have completed a
minimum of 6 social or emotional targets linked directly to their statement outcomes.
Term Term
2%
4%
Improvement?
5 Point
Scale
83
81
Sensory
Awareness
66
92
Clutter
Free
42
73
Transition
Table
66
92
Clear
Schedule
92
92
Clearly
Labelled
Resources
83
100
Clearly
Organised
Classroom
92
92
Calm
Corner
92
92
 48% of the school population has a diagnosis of ADHD. Cedar class have been identified as a focus group for ADHD
specific interventions to keep them focused in class. 8 wobble ball chairs have been purchased and their impact on the
classes out of class statistics will be monitored Term 5/6.
 The information gained from ABC charts and 5P functional analysis have been used to modify the behaviour of
several students through implementing appropriate interventions. Evidence can found in the data for CJGH, TC and
DB.
 LM/PSW requested to attend training on a Tuesday, 4 – 5pm. To increase their sense of self-worth/sense of team but
also SEND knowledge. This term they will be taught how to write social stories as well as learning sensory
diets/stickids profiles. This will increase accountability around pupil interventions/pupil support.
 Proposed CPD model includes training that ALL staff (and governors?)will achieve by December 2017. Working with
Wiltshire College, all staff will have have both achieved the NCE Level 2 Understanding Autism qualification as well
as the NCE Level 2 Learning Difficulties qualification. This will help to improve standards, increase accountability
and give the academy a unique selling point in terms of staff expertise.
Personal Development and Welfare.
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 addressed.
Our measure of Social and Emotional progress (Resiliency Scales) 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. Our resiliency profiling measures the following; Sense of Mastery, referring to the extent to which the child
can interact with and enjoy cause and effect relationships. Sense of Relatedness, referring to the extent to which the child is able to feel securely connected to individuals in a
social context and Emotional Reactivity, which refers to the extent to which a child can maintain equilibrium when emotionally upset.
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 further improved this.
Pupil attendance is high. Overall attendance inc authorised is 98.1% (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. THERE HAS BEEN SIGNIFICANT REDUCTION THROUGHOUT THE YEAR.
Term 1
Term 2
Term 3
Term 4
Total
115
38
25
24
KS2
72
24
12
16
KS3
36
10
9
6
KS4
7
4
4
3
New pupils
13
5
2
6
There has been this reduction in the number of Physical Interventions because:




Leadership has been robust in challengingly staff to consistently challenge behaviour contrary to school ethos and rules..
Strategies from care plans being used more effectively
Antecedents are identified, communicated and addressed.
The monitoring of PI logs has identified any area of staff practice/ involvement in behaviour management that requires improvement.
Prone holds
14-15
15-16
Term 1
Term 2
Term 3
Term 4
26
6
1
1
0
0
Prone holds have reduced 100%.
Residential Physical Intervention
Number of Residential PI
17
8
0
7 ( 1 pupil accounts for 4 PI)
1
4 (1 pupil accounts for 3 PI)
14-15
15-16
Term 1
Term 2
Term 3
Term 4
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
0 – 6 months
6 – 12 months
2 – 3 years
3 – 4 years
4 + years
Term 1 %
25%
4%
17%
4%
4%
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
Term 2 %
33%
0
0
7%
13%
Term 3%
32%
0
12
0%
16
Type of hold used
TERM
1-6 2015-16
Term 1 2016-17
Term 2
Term 3
Term 4
% use of single elbow holds and guides
70%
61%
78%
74%
63%
The least restrictive hold is always being used during Physical Interventions.
Time per hold
Length of Physical
Intervention
Less than 30 seconds
30 – 60 seconds
1 – 2 minutes
2 – 5 minutes
More than 5 minutes
Term 1
55%
32%
10%
2%
1%
87%
Term 2
48%
23%
16%
9%
4%
Term 3
71%
68%
20
8
0
4
88%
Term 3
40%
47%
3%
7%
3%
87%
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 and used consistently.
Environment provides calming consistency.
Work to identify antecedents, and address these, becoming more embedded.
Training implemented for staff. (Fiona Clark. Uplands School. 25/11/16) has become embedded practice and culture.
Exclusions
Overall Picture
Term
Term 1
Number of FTE
20
The number of FTE is
significantly reducing
on a term on term basis
Term 2
15
Term 3
6
Term 4
8
Reason for Exclusion
Reason
Persistent disruptive
behaviour
Physical assault on
an adult
Physical assault on a
peer
Bullying
Damage
Verbal abuse - Adult
Racial Abuse
Verbal abuse - Pupil
Sexual Misconduct
Other
Term 1
10
Term 2
5
Term 3
0
Term 4
0
3
2
1
3
0
1
2
3
1
0
2
1
1
0
2
0
1
1
0
0
2
3
0
0
0
2
0
0
1
1
Persistent
disruptive
behaviour is
reducing term on
term.
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.
Further embed, through audit and accountability, staff consistent use of the Behaviour structure and staircase.
Address language of Care plans so that the plans accurately describe and reflect (the needs of) our cohort and how to respond to them.
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.

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. CAMHS will attend safeguarding meetings on a monthly basis to improve outcomes for pupils.
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
Term 1
Term 2
Term 3
Term 4
23
26
16
14
6
3
0
4
18
5
5
1
3
0
2016-17
Number of
Referrals
Number of
Referrals passing
threshold
Number of referrals
relating to Mental
Health
Number of referrals
relating to
PREVENT
Missing from Education
Term
1
Number of recording
incidents of pupils
leaving the school
site
17
2
10
At the end of Term 3, the
Headteacher decided to
close the school gates.
Since then there has been a
significant reduction in
pupils leaving site.
3
12
4
4
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.
Staff, parents and pupils are asked to assess Governor impact through a 360 format on an annual basis. This is fed back to Governors by the Headteacher.
Residential Care
Strengths.
Simplicity and clarity of Mission: Safe, Independent lives.
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. Their knowledge of, and relationships with pupils.
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, 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.



Supervision standardised and monitored.
All leaders given dedicated time with Ray Burrows (Mulberry Bush) to reflect on their role, relationships and duties.
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 drive for a more reflective 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. The Healthy Working Lives group has continued to meet with
representation from across the staff. They have requested more training opportunities where staff get to work and share in mixed teams.
‘Open’ forums have been held with staff to ascertain their thoughts. This has led to focussed 1:1 for Learning mentor /PSW with JH, focussing on aspects
of performance and changing line management and support as needed.
In terms of ‘wellbeing’ the Academy provision for staff has been benchmarked against Mulberry Bush and Uplands as is viewed as highly supportive. This
support has been outlined to staff.
Against what we provide, staff are also reminded of our expectations:


100% attendance
Adherence to all safeguarding policies and procedures
Adherence to the Code Of Conduct: specifically a commitment to:




Self-awareness
Collaboration
Integrity
Resilience.
Staff have also been reminded of their duty to model, display and demonstrate trust and respect to all stakeholders.
2016-17
 Staff absence rates have slowly decreased
 Staff complaints have decreased
 Allegations against staff (from pupils) have decreased.
 There have been no direct (parental complaints) made against members of staff.
 No members of staff have been suspended.
ACTIONS:

Line management of Learning Mentors and Pupil Support Workers transferred to teachers they work with most. Programme of support put in place
alongside teachers meetings on Tuesdays 1600-1700 ( pupil premium funded)
Target: staff absenteeism will continue to reduce; the consistency that this brings will help improve teaching and learning. (see link to Ofsted
improvement areas)
The drive towards all colleagues becoming increasingly self-reflective and supportive of each other’s continues; self-improvement, and the responsibility
for this being seen as key to overall improvement over time.
Utilisation of all Academy facilities and resources. Partnership.
ASD resource base at GreenTrees School, Salisbury. Academy has worked closely with the LA on this. We have offered expertise (at cost) Have again
demonstrated our flexibility and worth to the LA. Will explore provision of SEMH resource base on site.
Significant actions have been taken to rebrand and sell the Creative Technology Centre (CTC) We have established a new network of external providers,
our offer has been clarified. Definitive figures re take up are not available as yet. The CTC will provide an innovative curriculum to external providers that
now incorporates 21st century digital enterprise skills together with a strong vocational base.
Staff Houses. Academy has worked closely with the LA to identify the best appropriate sponsor for Children’s home provision (Five Rivers) This may
involve transfer of services, bringing further expertise to the campus.
Academy pupils will participate in the Kelston Barn project. Camping at the Barn in May. This environmental science / humanities / arts project, overseen
by Bath Spa University, places the Academy in partnership with both maintained and independent schools in the Bath area.
Bath Spa University partnership remains strong. First full PGCE (14 week) placement.55 trainees have been supported in day placements since September.
Nicola Brooks has been selected as a South West Woman into Leadership Champion. One of 9 in the south west and 45 nationally. Great credit to Nicola
that also reflects well on Springfields.
The Academy has a strong relationship with the Local Authority.
The HT has represented the Academy at the National REACH conference and Reach South Headteacher’s training.
Additional areas of leadership action and improvement.
Budget deficit recovery plan on target.
SLA secured with the Local Authority to secure Snowdon as 16 bed provision from 2018 for minimum three year period.
The Academy is working with the Local Authority on a pioneering approach to ASD and pupil voice, celebrating Autism and enabling young people to
view it positively.
MAT. Once finalised, the communication plan for staff, parents, pupils and all other stakeholders will need to be prepared for term 5/6. This should be
viewed as a positive celebration of growth and development away from 2013. Recommended that a rebranding/renaming of the Academy takes place at
this point.
Approach to fund raising clarified and made both efficient and effective through positioning of a lead in this area. Positive PR also gained through the
Gazette. Priorities are on the website and fund raising committee now in place. Summer Fair planned for July 1. Parents through the Parent Carer Forum
are also keen to support. The need for covered outside seating identified as priority fund raising project by SLT.
Negative decision re CIF bid to replace heating system in Main (old) build, specifically allowing for Heating to zoned will be appealed.
To ensure deficit recovery is in place the Academy leadership has run a staffing restructure procedure, reducing Care and Night care staff, with impact on
cleaning and catering hours.
Environmental Change. 2017.
Further atrium safety measures completed.
By September 2017: office space on the first floor of the building ( next to atrium area) to be created so that staff are always present to assist pupils in deescalation 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.
Headteacher office moved to main building.
Ongoing (site) management to complete gym work and external shell of Main (old) build.
How we will further improve. 2017.


Continue to drive and implement a culture of whole school numeracy development commensurate with that in place for literacy. This already
involves celebration events and bi-annual testing and review.
Further enhance all staff accountability around their practices in anxiety reduction, emotional regulation and behaviour management, effectively
utilising information from individual learning plans ( ILPS) monitoring the progress in three targets adapted from the pupil’s My Plan, at least three
times a week.

Research and invest in social skills, emotional literacy / regulation and language and communication programmes (SLCN)so that all staff are
upskilled in addressing statement need.
 Build a new Middle leadership structure ensuring necessary training is in place ( agreed by Leadership and Management Governors) This will see
the TLR posts in Teaching and Learning increase from the current 3 to 7, by September 2017.
 Clarification of how the Academy enables and presents data to indicate all its pupils make Academic progress. We are currently at a point of review
in terms of presentation of progress data, required due to change, diversity and growth of cohort over 2014-17. Outcomes:
o Development of a progress and assessment handbook.
o Improved reporting to parents. Full report on all areas of progress. Term 6.
 Continue work with the local authority to procure additional ‘fast track’ social care support for vulnerable families and pupils in need of urgent
mental health support. This may develop through a dedicated (liaison) social worker for Springfields and our purchase of additional days from a
CAMHS worker.
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 is in a strong position; ready to join a MAT, able to expand, confident in its developing ability to meet
need and highly reflective in its practice.