Springhallow School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Springhallow School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Springhallow School.

To see all our data you need to click the blue button at the bottom of this page to view Springhallow School on our interactive map.

About Springhallow School

Name Springhallow School
Website http://www.springhallow.ealing.sch.uk
Ofsted Inspections
Headteacher Mr Matthew Sartin
Address Compton Close, Cavendish Avenue, London, W13 0JG
Phone Number 02089982700
Phase Special
Type Community special school
Age Range 4-19
Religious Character Does not apply
Gender Mixed
Number of Pupils 156
Local Authority Ealing
Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel happy and safe and love being a part of this school. Staff have high aspirations for all pupils.

They know them well and understand their needs. Staff support pupils to become increasingly confident and active members of the school community. As a result, the school is a calm and purposeful place to learn.

Pupils know that staff will support them with any concerns that they may have.

Pupils follow the school's well-established routines and behave extremely well. Around the school and in lessons, pupils learn to make positive choices about how to learn and behave.

When needed, staff skilfully support pupils to regulate their own behaviour....

The school has high expectations for pupils' achievement across a range of subjects. Pupils respond well to these expectations.

In many subjects, pupils achieve highly. The imaginative sixth-form curriculum is tailored to meet students' needs and as a result they flourish.

The school plans carefully to provide opportunities to develop pupils' character.

For example, pupils learn life skills, gain awards and complete work experience in the sixth form. This work contributes to developing pupils' confidence and communication skills.

What does the school do well and what does it need to do better?

Leaders have given much thought to the planning of the curriculum.

It is ambitious and identifies the knowledge pupils need in each subject. The school understands pupils' individual needs. Leaders ensure that in early years children focus on building their communication and reading skills.

Staff enable children to establish strong social routines and skills. The early years curriculum is personalised and broken down into small steps to support children to know more and remember more.

Typically, the school's curricular thinking helps to develop pupils' understanding of important content.

This prepares most pupils to be fully ready for the next stages of their education. Staff help to develop pupils' independence. For instance, in the sixth form, students benefit from a well-structured careers programme.

There is a wide range of work experience opportunities offered to students. Students successfully transition into a range of placements. Leaders are committed to pupils' wider development.

Staff ensure that this happens through skilful use of resources and technology adapted to meet pupils' complex needs well.

Staff have strong subject knowledge so that they match learning to pupils' wide-ranging needs. They use pupils' assessment information regularly and effectively.

This helps pupils to develop their knowledge and understanding well. For example, pupils could talk with confidence about key scientific facts. However, on occasion, the school's precision to support some pupils' learning is not clearly built on prior knowledge and skills.

This limits what pupils know and remember.Leaders have developed effective strategies to ensure pupils learn to read and communicate effectively. These include a well-structured phonics programme.

Story time takes place daily. Staff use rhymes and songs that develop pupils' language successfully. There is an expectation that every pupil will become a functional reader.

Staff receive training in the teaching of phonics and early reading. Pupils increasingly develop a love of books and stories.

Pupils behave exceptionally well.

From the moment they start in school, adults focus on pupils being able to manage their own behaviour. Staff are skilful in supporting pupils and spot any changes in pupils with great care. They respond to pupils' needs and emotions with sensitivity and care.

Pupils attend regularly. This is because leaders monitor pupils' attendance carefully. The school uses bespoke strategies to support pupils who have absences.

Pupils experience a range of social and cultural activities that support their development. Staff prepare pupils well for adulthood. The school council meets regularly and its members learn to share ideas about how to improve the school.

Personal, social and health education (PSHE) is threaded throughout the curriculum. Staff focus on the development of pupils' understanding about relationships, personal safety, and physical and mental well-being. Older pupils know how to keep their bodies safe.

Staff encourage pupils to have confidence in their personalities and to celebrate differences.

Leaders are supportive of staff workload and their well-being. Staff comment on the 'family feel' of the school.

They are proud to work at the school. Governors have a clear vision for the school. They take their responsibilities seriously.

They hold leaders to account and consider ways to improve the effectiveness of their own work. Many parents and carers were extremely happy with the quality of education and care the school provides for their children.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasions, the school's precision to develop and build on pupils' prior learning is not secure. This limits what pupils know and remember over time. The school should ensure that staff continue to develop their expertise so that they adapt and build on all pupils' knowledge and understanding deeply.

  Compare to
nearby schools