Springhead School
- Springhead School
Barry's Lane
Seamer Road
Scarborough
North Yorkshire
YO12 4HA - Head: Beth Cargill
- T 01723 367829
- F 01723 360021
- E admin@springhead.n-yorks.sch.uk
- W www.springhead…n-yorks.sch.uk/
- A special state school for pupils aged from 2 to 19 with moderate to profound learning difficulties, as well as autism, physical disabilities, complex medical needs or social, emotional and mental health issues
- Boarding: No
- Local authority: North Yorkshire
- Pupils: 97
- Religion: Non-denominational
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 22nd June 2023
- 2 Full inspection 15th July 2014
Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.
- Previous Ofsted grade: Requires improvement on 16th October 2012
- Ofsted report: View the Ofsted report
What the school says...
Children flourish at this outstanding school (Ofsted, July 2014). Pupils making outstanding progress and demonstrating impeccable behaviour are features of our school. The school has an unrelenting focus on personalisation, ensuring that every child can thoroughly engage in their learning. We, therefore, provide an educational environment that enriches and enhances every child's learning and life experiences. Our moral purpose acknowledges that there is a need for our pupils to be both challenged and supported if we are to enrich and enhance every childs learning and life experiences, by breaking down barriers to learning and participation.
The schools moral purpose focuses on five key aspects of our pupils lives:
Respect
Self-determination
Inclusion
Fostering relationships
Learning
Our status as a specialist college for cognition and learning recognises the school's exemplary skills and expertise in helping pupils to overcome their barriers to learning. We develop innovation, both with Springhead pupils, and through working with other schools and community groups.
We recognise that pupils learn at different rates and that there are many factors affecting achievement, including cognitive ability, emotional or physical well-being, age and maturity. We also recognise that, whilst all our pupils have long-term learning difficulties, they may also have specific difficulties that are short-term.
The teaching staff team have many years of appropriate experience and training. All pupils who attend the school require an Educational Health and Care Plan.
Springhead School is also an partner school in the Scarborough Teaching Alliance, and in the Special Schools Improvement Partnership. ...Read more
This is not currently a GSG-reviewed school.
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Other features
All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.
Overall school performance (for comparison or review only)
Entry/Exit
Special Education Needs
Springhead School caters for pupils with significant learning difficulties. Some pupils may have additional disabilities such as physical, sensory, behavioural, severe medical or autistic spectrum condition - all of these are in addition to significant learning difficulties. Springhead School was named as 'Outstanding' by Ofsted in January 2006, 2014 and 2018. It was also judged to be a centre of excellence for outreach and inclusion.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
Y |
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
Y |
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
Y |
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
Y |
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
Y |
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
Y |
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
Y |
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
Y |
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
Y |
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
Y |
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
Y |
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, VI - Visual Impairment |
Y |
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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