This is a good school Following a merger between two schools, leaders and governors have worked tirelessly to create a successful primary school that aims to help every pupil reach their potential.
The leadership team has been expanded and is continuing to develop. Leaders provide strong support across the school. This is helping to improve outcomes for pupils.
Historically, outcomes have been below those seen nationally, especially at the end of key stage 1. However, the progress and attainment of current pupils are stronger. More pupils are working at the standards expected for their age.
Pupils with special educational needs and/or disabilities (SE...ND) are very well supported and make at least good progress from their individual starting points. The teaching of reading has a high priority across the school. Pupils read regularly and with increasing fluency.
Stronger comprehension skills, especially among the younger pupils, are reflected in the improving quality of pupils' writing. The teaching of mathematics has improved and pupils are making stronger progress than in the past. However, sometimes teachers do not pick up pupils' misconceptions and pupils continue to make the same mistakes.
The curriculum ensures that pupils access a breadth of experiences and opportunities. It develops their knowledge and interest across a wide range of subjects. Teachers have good subject knowledge and increasingly high expectations of what pupils can achieve.
However, sometimes work is not well matched to pupils' needs and this can slow the progress that they make. On occasions, approaches to teaching are not consistent; for example, standards of presentation are too variable. Pupils rarely miss a day at school.
They are proud of their school and show good attitudes to learning. Pupils generally behave well. Most parents are positive about the school and the education that their child receives.
However, some parents perceive a lack of opportunities to be involved in their child's education. Children in the early years now benefit from high-quality teaching and a wealth of engaging activities. This helps them to make a positive start to their school life.
Safeguarding is effective. Pupils feel safe and know that adults are there to look after them.
Information about this school
Springdale Primary School opened in January 2018 following the merger of Springdale Infant and Springdale Junior Schools.
The school's unique reference number applied to the former junior school, which was deemed to be good in June 2014. The infant school was deemed to require improvement when it was inspected in January 2017. The headteacher was formally the headteacher of the junior school.
Springdale Primary School is larger than the average-sized primary school. There are two classes in each year group, except in Year 3, where there are three classes. Nursery children attend school from the age of three years.
Some children attend for 15 hours, and others attend for 30 hours. Children in Reception attend full time. The proportion of pupils with SEND is in line with the national average, although the proportion of pupils with an education, health and care plan is well above the national average.
This is because the school has a resource base for pupils who have speech, language and communication difficulties. The base currently supports 25 such pupils. Approximately two-thirds of pupils are from White British backgrounds.
Other pupils are from a wide range of minority ethnic backgrounds. The proportion of pupils who speak English as an additional language is below the national average. Very few pupils are at the early stages of learning to speak English.
The proportion of pupils known to be eligible for the pupil premium is a little above the national average. Before- and after-school care is available through Springdale After School Club. This provision is privately run and inspected separately.