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  • Springwater School
    High Street
    North Yorkshire
    HG2 7LW
  • Head: Mrs Sarah Edwards
  • T 01423 883214
  • F 01423 881465
  • E [email protected]
  • W www.springwate…
  • 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 30th November -0001
    • 2 Full inspection 30th November -0001

    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 30th November -0001
  • Ofsted report: View the Ofsted report

What 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.’


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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Please note: 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

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
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
English as an additional language (EAL)
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:

most years
quite often
sometimes, but not in this year

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