Springwater School A GSG School
- Springwater School
High Street
Starbeck
Harrogate
North Yorkshire
HG2 7LW - Head: Mrs Sarah Edwards
- T 01423 883214
- F 01423 881465
- E [email protected]
- W www.springwate….n-yorks.sch.uk
- A state special school for boys and girls aged from 2 to 19 with complex needs including learning difficulties, autism, multisensory impairments and challenging behaviour.
- Boarding: No
- Local authority: North Yorkshire
- Pupils: 91
- Religion: Does not apply
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- 16-19 study programmes Outstanding 2
- Early years provision Outstanding 2
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 11th December 2019
- 2 Full inspection 1st July 2015
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 9th November 2011
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
All pupils leave with a qualification that reflects their interest and aptitude. There is a range of accreditation - ASDAN, personal and social development qualifications, functional skills. Popular modules include healthy living, environmental awareness, and different aspects of community participation. MOVE (Movement Opportunities Via Education) is one of the great delights of the school and some pupils have made outstanding progress. All staff see it as part of their responsibility. One child who was a 'bottom shuffler' when he arrived is walking now, other children ...
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What The Good Schools Guide says
Executive principal
Since 2015 Sarah Edwards, formerly deputy at Applefields special school in Yorkshire. Highlighted by Ofsted as having ‘exceptional vision and drive’.
Evolution, not revolution, is the key characteristic of her management style. She is constantly on the lookout for ways to improve assessments and to keep the curriculum closely aligned to what pupils and their families need. Her view is that care needs and personal development are just as important as gaining qualifications. ‘The school offers the pupils unconditional positive regard,’ she says. ‘We find their starting points and work from there.’
Entrance
Some children arrive in year 3 or 4 as the curriculum gets more formal and mainstream placements falter. In many cases this means that they have had negative educational experiences and need to build up their confidence. Some have...
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Overall school performance (for comparison or review only)
Entry/Exit
Special Education Needs
Springwater School provides a specialist environment and curriculum for pupils experiencing a wide range of severe learning difficulties. Additional needs may include physical, sensory and medical needs. There is a specific provision within the Primary Department for pupils with Autistic Spectrum Conditions (ASC) and there are plans to set up specialist ASC provision in the Secondary Department. Specialist provision includes: hydrotherapy pool; sensory woodland walk; soft play room and rebound therapy. Nursing and therapy services are available on site. The school had a very successful OFSTED Inspection in March 2006.
| 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 | |
| MSI - Multi-Sensory Impairment | |
| Natspec Specialist Colleges | |
| OTH - Other Difficulty/Disability | |
| Other SpLD - Specific Learning Difficulty | |
| PD - Physical Disability | |
| PMLD - Profound and Multiple Learning Difficulty | |
| SEMH - Social, Emotional and Mental Health | |
| SLCN - Speech, Language and Communication | |
| SLD - Severe Learning Difficulty | |
| Special facilities for Visually Impaired | |
| 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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