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  • Springhead School
    Barry's Lane
    Seamer Road
    Scarborough
    North Yorkshire
    YO12 4HA
  • Head: Mrs C D Wilson
  • T 01723 367829
  • F 01723 360021
  • E [email protected]
  • 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: 75
  • Religion: Non-denominational
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • Outcomes for children and learners Outstanding 2
      • Quality of teaching, learning and assessment Outstanding 2
      • Effectiveness of leadership and management Outstanding 2
    • 1 Short inspection 27th March 2018
    • 2 Full inspection 16th 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 17th October 2012
  • Ofsted report: View the Ofsted report

What says..

Games played on the beach in the summer term. ‘They go in the sea, play football, write in the sand, they love it,’ said a parent. ‘It’s so good to see them play football which helps with their social skills. The camaraderie is amazing.’ One parent spoke about her child wanting to join a choir ...

Read review »

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

What the parents say...

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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.

What The Good Schools Guide says

Headteacher

Since 1995, Debbie Wilson. B.Ed from Hull in special needs, drama and communication media. Spent a gap year working in a hospital with special needs children, initially wanted to be a nurse but decided teaching would be more rewarding ‘as you have more time with the children.’

Taught in a mainstream infant school in Doncaster and a special school in Telford but wanted to be back in Yorkshire. The school has almost doubled in size since she took over. And she has had to do a lot of juggling to accommodate everyone. School now spread across three sites so she 'wouldn’t be able to manage without my excellent deputies.’

Parents said: ‘Her leaderships is brilliant, she has great interaction with parents and pupils,’ and ‘She is...

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Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

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 Y
Aspergers
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty Y
MSI - Multi-Sensory Impairment Y
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability Y
PMLD - Profound and Multiple Learning Difficulty Y
SEMH - Social, Emotional and Mental Health Y
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty Y
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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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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