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Headteachers' Welcome

Meet the Leadership Team

Meet the Leadership Team  1

A warm welcome to the Springwood Infant School website.  We hope you find this website easy to navigate and that it provides you with the information you need and gives you a good picture of the school and its community.


We are proud to be part of the Springwood Federation and constantly look to develop our schools and to provide a wonderful learning journey for your children.  Teachers will be uploading photographs so that you can see the children undertaking many learning activities throughout the year.


We hope you are able to use the links to computer based learning that are provided through this website in order for your children to carry on learning outside of the school.


On behalf of the staff and governors we hope you and your children make the most of the opportunities that the Springwood Federation has to offer.


If you have any questions that you would like a personal response to please feel free to contact the school direct on 02392 258011.


Many thanks.


Sue Underwood        Executive Headteacher

Jen Thornton            Head of School (Infants)

Jo Livingstone          Head of School (Junior)



Mrs C Stevenson: Wednesday, Thursday, Friday

SENCo Mrs C Stevenson

SENCo Mrs C Stevenson 1

Pupils with SEN needs

We aim to ensure that students with SEN (Special Educational Needs):

  • are identified as early as possible. Identifying need at the earliest point and then making effective provision improves long-term outcomes for the pupil – (SEN Code of Practice, 2014).

  • are educated, wherever possible, in an inclusive environment, accessing their entitlement to a broad, balanced curriculum as an active member of a community of their friends and peers.

  • feel valued as individuals and experience high self-esteem.

  • are involved in the decisions which affect their education and the liaison between staff and their parents.

  • receive provision (which is additional to, or different from, that which is available to all students) that is tailored to their needs, through effective and efficient use of all available and appropriate resources .

  • make the best possible progress and have their progressed tracked and evaluated, to inform planning and future targets


Please read our policy and make an appointment with Mrs Stevenson to find out more and discuss the individual needs of your child.

How well do the pupils with special educational needs (SEN) achieve? 


For those groups of pupils whose cognitive ability is such that their attainment is unlikely ever to rise above ‘low’, the judgement on achievement should be based on an evaluation of the pupils’ learning and progress relative to their starting points at particular ages and any assessment measures held by the school. Evaluations should not take account of their attainment compared with national benchmarks.

This is why the school does not compare the achievement of pupils with SEN with the achievement of pupils with SEN in other schools.


The majority of pupils with identified SEN entered the school at Level 1, which is below the expected attainment standard at the end of KS1 (level 2) and do not make the expected attainment level at the end of KS2 (level 4)


The 2016 school and national results will be uploaded to the website by 1st October 2016. Please do not hesitate to contact the SENCO for a face to face meeting should you require specific information prior to this upload date.


Please note that since the introduction of the new curriculum and testing in 2016 the school will no longer report on levels. Please refer to the website tab on curriculum and assessment for relevant information.


Historic performance over time

By the end of Year 1

In 2014, 11/26 (42%) pupils were registered as having special educational needs. The percentage of pupils nationally registered with SEN is approximately 16%.


92% of non-SEN pupils achieved this expected standard compared with 64% of SEN pupils.



 By the end of Year 2


 In 2014, 8/40 (20%) pupils were registered as having special educational needs.


For those groups of pupils whose cognitive ability is such that their attainment is unlikely ever to rise above ‘low’, the judgement on achievement should be based on an evaluation of the pupils’ learning and progress relative to their starting points at particular ages and any assessment measures held by the school. Evaluations should not take account of their attainment compared with national benchmarks.

This is why the school does not compare the achievement of pupils with SEN with the achievement of pupils with SEN in other schools.



SEN pupils are 18 months behind their non-SEN classmates in writing. They are 16 months behind non-SEN pupils nationally.



SEN pupils are 22 months behind non-SEN classmates in reading. They are 18 months behind non-SEN nationally.



SEN Pupils are 18 months behind non-SEN classmates in reading. They are 16 months behind non-SEN nationally.


The 2015 results reflect a sustained achievement profile.


A warm welcome to all new and returning parents and carers.

This section of the website is specifically for the parents/carers of pupils with Special Educational Needs and/or Disability attending, or interested in attending Springwood.

Below there are links to documents and organisations that will detail aspects of education for a pupil with Special Educational Needs and/or a Disability (SEND)


If you want to know what education, recreation and support services are available locally for pupils with SEND then The Hamsphire Local Offer is a good place to start. The website can be found at or there is a link on the bottom-left of the homepage for Springwood Junior school’s website.

SEN Coffee mornings will be held on the first Friday of every month at 2:15pm. Come and socialise with other parents of pupils with Special Educational Needs, chat to Mrs Stevenson (SENCo) and access information regarding frequently asked questions. I look forward to seeing you soon.
Flick through the photographs...each smile tells a story
Looking ahead... 2016-17 priorities

The school identifies priorities each year and prepares detailed action plans. Please read the overview below to find out about which areas the school is focusing on.


The school works with other schools and the Local Authority to improve its provision. It also commissions national experts to visit the school and lead training.


The school is a leading school in the teaching of reading. It works with a national programme called the Every Child a Reader programme and a team of experts. The school has a specialist teacher trained to support those pupils who are stuck or slow moving in their reading skills.  Visit the link below to find out more.


Mike Askew will lead training for staff in mathematics on 29th September. Visit his website below to find out more about mathematics.


The school also supports other schools. For example, senior leaders support local schools to improve the teaching of mathematics.

School Improvement Plan

Developing Mathematical Understanding


Making maths meaningful is a priority for our school.  We believe that developing a greater understanding of the key areas will ensure your children are able to apply their mathematics in a wide range of situations. 


Watch this space for guidance about the changes taking place and support materials to help you to help your children. 


If you have any questions, please arrange an appointment with your class teacher or Jen Thornton, Head of School (infants) and Maths Manager.

The school will upload the full 2016 test and assessment analysis by 1st October.  Please do not hesitate to make an appointment with the Head of School should you wish further information prior to this upload date.


The school has provided initial headlines below for your information.

What will I notice about previous results over time?
Reading/Writing/Maths National Assessments 2014

Confused about data...? then lets help you out.

When you judge whether a school is doing well or not its important to look at its performance over time. Ofsted consider the last three years of a school's life when making a judgement.
Don't panic if a school's results drops in a particular year, visit the school and ask why this has happened. There may be a good reason. For example, a year group may have a high number of children with special educational needs attending which may or may not reduce the overall attainment of all pupils.

So how well is Springwood Infant school doing?

First of all lets look at the characteristics of the children who attend the school. Refer to Page 3. of the data dashboard.

When schools are grouped together for comparison the government takes into account the numbers of children who
- are entitled to pupil premium funding, such as those from low income families, those in foster care or from families within the national forces.
-have special educational needs
-have English as an additional language

Our school has a much higher number of pupils entitled to pupil premium funding than other schools nationally and more than many schools nearby in our immediate locality. These children are referred to as "disadvantaged" on the data dash board report. The school is judged on how well these children attainment when compared with all their classmates. The school is in the highest quintile.

Not all schools have the same number of pupils attending. Our school is smaller than average. It is in the lowest quintile. The average sized school is approximately 250 pupils on roll. Our current number on roll is 115.
This means that the percentage of children attaining different levels each year can appear to swing high or low because each child in an average sized class of 30 is worth over 3%. 3 children's results out of a class of 30 could mean that the school's results are higher by 9% or lower by 9% than a national average, depending on how children perform in their assessments. Of course in a much larger school taking in 60 or 90 children per year group, one child's results may only affect the school's results by a swing of 1-1/2 percentage points. This means that in larger schools more children have to do well or perform badly for the school results to swing overall.

Is Key Stage One (Year Two) testing the same as Key Stage Two (Year Six)?

At Key Stage Two (Juniors) children have to sit tests in the same week in May across the country. The papers are sent away and marked. Unfortunately  some children do not achieve their best under this stress, others take it in their stride. It can often be influenced by home life and what happened to unsettle them over the weekend before they take a test on Monday. This is why when you compare test and assessment results they sometimes differ.

At Key Stage One (Infants) assessments and tests are taken over a longer period from January until June. The school moderates the judgements and test results with other schools and the Local Authority send in moderators to visit the school to check for accuracy.

All Infant schools are compared together. There is no consideration given for the children's starting points entering the school, whether families are from different income brackets and the types of children attending that we've described above. All schools are banded into "quintiles". You will see tables on the attached report which rate the school. It may look from the table like the sections are equal and equal numbers of schools are represented in each section but this is not the case, especially for small schools. An Infant school may get a judgement of outstanding despite not being in the top quintile. This means that inspectors and the school have taken into consideration that children enter the school with fewer skills in reading, writing and maths than in other schools. So they make good progress even if their attainment is in line with national attainment results.

When you download the Key Stage Two report (Juniors) you will see two comparisons. One with all schools nationally and one with similar schools when children's starting points are taken into consideration. This means that the judgment may be different in each column. Its really important that schools do well against similar schools. This is a very good indicator of their performance. Its important to check out what all schools are doing as well since no school wants to stop children from aspiring to achieve more.

We've written out some highlights of the data dashboard underneath for you to look at as you read the document.
Attendance: (Page 2)
This is dependent on all our families ensuring that children arrive on time , every day. We compared similarly with the second quintile of all schools across the country in 2014.
The school has improved its pupils' attendance for the last three years.

All Pupils' Attainment
This data measures the children's final test results at the end of Year Two. It does not reflect how much progress they have made in the school. The school's results are compared with all schools and judged to be in the second quintile. If you look at the comparative results 2015 with national 2014 you can clearly see that the school compares similarly with the average expected attainment. You have to read the section written on Achievement in the Ofsted inspection report to understand this better. It means that the children in the school fly high from low starting points when they enter school in Reception.
The school does well by its children; they made good progress but children's results don't yet compare with the most advantaged pupils in the county.

Disadvantaged Pupils 'Attainment-in other words those pupils who are entitled to pupil premium funding

Its important that everyone achieves well and has a fair chance when competing for jobs in the future. Schools are asked to close the gap between the results of different types of children, in particular those children from low incomes families who may be at risk in the future of not having the same life chances as other children from higher income families.
In 2013 the school has a high incidence of SEN pupils who were also from low income families. This means that our gap looks wider last year and the results of our disadvantaged children look low. This was looked at carefully by Ofsted in our inspection in September. Inspectors agreed that the children had made good progress. Read the Achievement section of the report to understand this better. In 2014 the school had a lower incidence of SEN who were also from disadvantaged backgrounds and the children's attainment improved.

Don't forget to ring the school office and make an appointment to see the headteacher if you need to ask any more questions or you are still confused about how well the school is doing.

Achievement in Year R (EYFS) and Year One phonic check and End of Key Stage One Year 2 (SATs)

Here is a selection of some of the types of assessment papers the children will be taking by the end of Year 2.