Spring Common Academy A GSG School
- Spring Common Academy
American Lane
Huntingdon
Cambridgeshire
PE29 1TQ - Head: Dr Kim Taylor - CEO
- T 01480 377403
- F 01480 377405
- E [email protected]
- W www.springcomm…n.cambs.sch.uk/
- A state special school for boys and girls aged from 2 to 19. Type of SEN provision: ASD - Autistic Spectrum Disorder; MLD - Moderate Learning Difficulty; SLD - Severe Learning Difficulty.
- Boarding: No
- Local authority: Cambridgeshire
- Pupils: 209
- Religion: Does not apply
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- 1 Short inspection 9th May 2024
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.
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Drama productions involve everyone, which parents love. Beauty and the Beast is this year’s performance. Children encouraged to audition for parts. Arts Festival held annually. We enjoyed watching dancing in the gym, everyone taking part, including wheelchair users. Pupils know each other well and strong, supportive relationships develop. ‘The children understand each other, are aware of each other and their needs. Everyone helps each other, which is fabulous....
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What The Good Schools Guide says
CEO
Since, 2022, Alex Tomkins
Entrance
All pupils have EHCPs and are admitted via the local authority. Pupils historically joined from mainstream, but this is becoming less common with many starting at the age of three. Those that do join from mainstream most commonly come into year 5 or 6, the odd one in year 8 or 9. Transition is handled well and parents kept informed throughout. One told us, ‘Staff worked hard to settle my child, and we trusted them.’ The school is currently full so places are hard to come by.
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Spring Common School caters for pupils who have moderate learning difficulties, severe learning difficulties, profound and multiple learning difficulties, and autism.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| HI - Hearing Impairment | |
| MLD - Moderate Learning Difficulty | Y |
| MSI - Multi-Sensory Impairment | |
| OTH - Other Difficulty/Disability | |
| PD - Physical Disability | |
| PMLD - Profound and Multiple Learning Difficulty | |
| SEMH - Social, Emotional and Mental Health | |
| SLCN - Speech, Language and Communication | |
| SLD - Severe Learning Difficulty | Y |
| SpLD - Specific Learning Difficulty | |
| 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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