Springwell School
- Springwell School
Hinkler Road
Thornhill
Southampton
Hampshire
SO19 6DH - Head: Co Headteac Lisa Needham Maria Burrows
- T 023 8044 5981
- F 02380 426 874
- E info@springwell.southampton.sch.uk
- W www.springwellschool.net
- A state special school for boys and girls aged from 4 to 11. Type of SEN provision: ASD - Autistic Spectrum Disorder; SEMH - Social, Emotional and Mental Health; SLCN - Speech, Language and Communication; SpLD - Specific Learning Difficulty.
- Boarding: No
- Local authority: Southampton
- Pupils: 270
- Religion: Does not apply
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 28th June 2023
- 2 Full inspection 13th March 2013
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: Outstanding on 12th July 2010
- Ofsted report: View the Ofsted report
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Entry/Exit
Special Education Needs
We pride ourselves on the quality of education we provide for our pupils and the ongoing opportunities we create to encourage and increase their independence. The school is currently part of a major re-organisation of the Special Schools in Southampton. In September 2007 we moved to a newly adapted building. In addition to the eight bright and airy classrooms, all with computers and interactive whiteboards, the school has a range of facilities including: a hydro therapy pool, art room, ICT area, food technology room, multi sensory room, soft play room and outdoor play and teaching areas. We are situated on the same site as Thornhill Primary school allowing shared events and activities to take place. The school has eight classes, mostly of mixed age groups with eight pupils on average in each class. We provide Outreach support for pupils with special needs in mainstream schools; a team of two teachers and three members of the support staff work with pupils and staff in mainstream schools on a regular basis. To be a successful school, enabling pupils to make good progress and grow as individuals, it is vital to work collaboratively with parents. We value our close links with parents and look forward to working in partnership with you and providing a rewarding and challenging education for your child. We are committed to providing a range of exciting learning opportunities relevant to every child’s needs in an environment in which every child is respected and valued.
| 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 |
|
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
|
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
| 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 |
|
| 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) |
|
| 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 |
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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