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What have been our successes this year?

2007 GCSE results reflect another strong performance for Year 11 & are significantly above national & local averages. 68% of the 231 cohort gained 5+A*-C & 98% secured at least 5A*-G grades. 38% of pupils secured 10+A*-C grades. We remain a High Performing Specialist School.

Progress remains very good at KS3. 77% of pupils reached at least level 5 in all 3 core subjects. These results are the highest in any Portsmouth school.

We have been successfully reassessed against external standards for Artsmark, Sportsmark, Investors in Careers & Investors in People & this year secured enhanced Healthy Schools status, were reaccredited with the Basic Skills Quality Mark and secured the ICT quality mark, confirming high quality teaching, learning & the application of new technologies.

Our annual production, this year John Gay's "The Beggar's Opera" & GCSE Drama performance evening were each successful. The pupil Enterprise Group completed all ticketing/publicity for the shows.

We secured re-designation as a Technology College in September 2006, meeting our own stringent targets & securing additional funding until 2010. In April 2007 we secured Leading Edge status which resources us to support further initiatives & other city schools.

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What are we trying to improve?

We are working to enhance pupil progress consistently throughout all lessons to address our only OfSTED target. By developing more robust tracking & monitoring at whole school, year group, department & individual pupil level we are ensuring focused targets & appropriate intervention work is taking place to maximise the progress of all pupils. Enhanced intervention is also a key focus of our Intervention Team.

Analysis has shown that pupils' ability in extended writing needs boosting. This is a whole school priority & we are embedding opportunities at KS3 throughout the curriculum to extend pupils repertoire.

Most KS4 pupils are suited to a balanced GCSE Curriculum. However, NVQ Modern Foreign Languages, Applied Art & Design, the Certificate of Digital Applications and ASDAN to enrich the PDL curriculum are additions that suit the learning styles of some pupils. We are considering offering a Hospitality & Catering GCSE from Sept 2009 & have taken part in the Functional Skills pilot to boost KS4 literacy skills.

We are also continuing to develop on-line learning resources to reinforce learning whilst also promoting independent learning. Our Virtual Learning Platform/Environment (VLE) is available to & popular with many pupils.

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How much progress do pupils make between 11 and 16?

Our school

Confidence interval

This style of presenting pupil progress from Key Stage 2 to 4, that is during their secondary schooling, shows that Springfield pupils make better progress than pupils in over 80% of comprehensive schools nationally.

We set our pupil progress targets each year including sufficient challenge for each pupil to retain our position amongst the top 20% of schools nationally.  Each pupil's targets are set in relation to their previous best work in each subject.  Progress data is about adding value to the child's learning.

We put down our success to having a loyal team of subject specialists teaching all years, a safe learning environment where achievement is encouraged & strong links with parents & the local community.

Ofsted 2006 agreed with our judgement and recognised pupil progress as very good.

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How well do our pupils achieve at age 14?

Progress at Key Stage 3 is very good as confirmed by Ofsted 2006.

This means that the results from National tests at the end of Year 9 show that Springfield pupils go up by more levels or sub-levels than might be expected based on their level when they joined.

National tests assess pupils in Maths, Science & English. In 2007 85%+ of pupils in Year 9 secured level 5 in each core area which is the minimum level expected for pupils at that age. The Maths results were excellent with 72% of pupils securing the next level, a level 6. This bodes very well for a GCSE pass in Maths 2 years later.

Science was also impressive with 53% of pupils gaining a level 6.

This year English was less pleasing with just under 22% of pupils gaining level 6. This will be in part due to the vagaries of marking written prose, when compared with numerical responses in Science & Maths. However we are paying particular attention to developing the standard of writing with these children in Year 10 & 11 & through our focus on extended writing.

Teacher assessment of pupil progress in other KS3 subjects confirm that Springfield pupils are making good or very good progress across the board. These assessments are moderated by external subject inspectors annually.

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How well do our pupils achieve at age 16?

The published target for this year group was for 68% of pupils to secure at least 5 good GCSE passes. This target was met through a joint effort between teachers, pupils & home.  Industrial mentors also support up to 70 senior pupils to help them recognise the value of study in the world of work as well as boosting their GCSE performance.

An outstanding curriculum (Ofsted 2006) leads to a high degree of pupil satisfaction with the courses on offer at Key Stage 4, including some vocational courses.  We require all pupils to continue with a Modern Foreign Language to GCSE or equivalent standard in addition to a Technology subject, ICT, Maths, Science & English.

53% of pupils in Year 11 secured the higher benchmark of 5+A*-C passes including English & Maths. We believe that with a greater focus on writing across the curriculum this figure will increase in future years.

This demonstrates that the core, essential skills of numeracy & literacy are also taught well.

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How have our results changed over time?

We have received national awards from the Specialist Schools Trust for being amongst the "most improved" schools; also an award for being a school with particularly high "Value Added". This means that our pupils achieve more than their primary school results might predict.

School inspectors agree that our intake of pupils has KS2 results in line with the national average. Our KS3 results are consistently well above national scores & GCSE results are also above expectations.

Mathematics results are exceptionally good.  Science, PE, Textiles, Food, Graphics, Music, Art, Drama, ICT & Statistics have very good A*-C pass rates each year. Geography, History, RS & Sociology results are good but vary each year according to those pupils selecting each subject. MFL grades are sound & improving with new NVQ assessments proving popular with middle ability sets.

Ofsted 2006 confirmed that there are no areas of weakness in the curriculum or teaching and learning. This was reinforced by the very high pass rates in 2007, 68% at  5+A*-C.

We anticipate continued success for pupils of all abilities.

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How are we making sure that every child gets teaching to meet their individual needs?

We provide a broad and balanced curriculum even though we are a specialist Technology College. Maths & English are taught in ability groups from the start of Year 7, informed by our transition project & KS2 data. This enables us to more effectively identify & support our Gifted & Talented pupils whilst enhancing our intervention & support of less able pupils through flexible class size. From Year 8 all subjects except Expressive Arts, PE & Citizenship are taught in ability groups with regular opportunities for movement. Our options system in Year 9 allows some guided choice whilst retaining for the vast majority of pupils a commitment to Humanities & Arts for all. A technology subject is compulsory at KS4 but we do offer 5 different technology GCSE courses from which to choose.
Within lessons teachers differentiate work to challenge each pupil. Learning support assistants help SEN pupils in class & teaching assistants work with small groups of pupils to accelerate their progress. Intervention is strong with our strategy including booster classes, homework clubs & focused groups also operate to help individuals succeed. Pupils have to be very determined if they are to avoid help & encouragement at this school.

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How do we make sure all pupils attend their lessons and behave well?

Staff call registers every lesson & our Attendance Officer follows up on unexplained absences. Parents receive first morning absence calls if they have not contacted us. Pupils know that our checking procedures are robust & that missed time will be made up out of hours. Our attendance figures are very good. Pupils are generally happy to come to school. Holidays are not authorised during termtime.
Ofsted 2006 confirmed that pupils behave well at school. They found that pupil behaviour in lessons & around the school is excellent. They were impressed with how keen they were to learn & participate in lessons.

We seek to balance sanctions for poor behaviour with rewards for improvement or success. Pupils are happy to celebrate each others success & are proud when a school team is successful.

Where pupils do not behave appropriately there is a range of well understood sanctions applied including restorative justice, senior teacher detention & withdrawal of breaks & lunchtimes. We also operate an isolation unit which is supervised at all times & where pupils will work quietly if they are disrupting the learning of others. Counselling is also available to those who need it.

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What have pupils told us about the school, and what have we done as a result?

The Pupil Voice is exercised through our active Student Council with  pupil representatives serving on governors sub-committees. We conduct the Keele Survey annually which covers every aspect of school life. The results of this survey are discussed with staff & pupils & they shape priorities in our planning, eg 3 canopies, providing pupils with additional shelter, have been installed and toilet facilities have been refurbished and improved.

Pupil feedback from our recent Building Schools for the Future (BSF) survey identified high quality sporting facilities (internal and external) and a Drama Theatre as key priorities. These will feature highly in our BSF plans.

Pupil feedback on their curriculum this year told us that 75% of pupils are happy with what is on offer at KS4, over half of the pupils have no clear career in mind & most pupils get their advise from their family, the Options process & their teachers.

We are taking a "watching stance" on the new Diploma courses currently being prepared for launch in 2008. However, we constantly review our curriculum provision to ensure that it matches learners' needs.

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How are we working with parents and the community?

Working with community partners is a strategic priority & features in each year's improvement plan. Eg working with the CIP Manager & other community partners, pupils developed Cafe Central to enrich facilities for young people out of school hours. This recently won 'Best Community Project'.

Our Citizenship programme & Focus Days allow pupils to work with local groups, charities & employers. Members of our Student Council attend & present at the Neighbourhood Forum.

BAE is our most active sponsor of Technology College Status although other local businesses are represented on the Board. BAE & IBM make exceptional contributions towards pupil mentoring & extra curricular activities eg our annual Technology Activities day.

Parent partnerships are sustained through regular communication via the student planner, e-bulletins & half-termly newsletters. Progress reviews monitor pupil performance during the year & are followed by annual reports. Parents evenings, 1:1 review day & other information or performance events are supported well by parents. This clear indication to pupils that parents & others in our community value what they are doing, celebrate their successes & will listen to their views fosters an atmosphere of mutual respect.

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What activities and options are available to pupils?

A wide range of clubs, teams & activities are available with some open to the local community. Saturday club, which is supervised by Year 9 pupils, is particularly popular with Year 6 pupils from catchment schools.
Sporting activities include rugby, netball, football, gym, swimming, basketball, cricket, tennis, often involving professional coaches. Pupils of all abilities are welcome to participate. The PE team encourage KS4 pupils to complete the Junior Sports Leader Award through a programme of work in a local infant school.
During the lunch hour we offer swimming, ICT, choir, orchestra & other activities linked to competition or performance practice. Before & afterschool there are many clubs linked to learning including Bookzone, homework club, art, science, graphics, electronics, textiles, Warhammer & Gifted & Talented clubs. Pupils often seek staff support for new clubs & where possible we will help.

Booster classes run prior to KS3 tests & coursework clinics/revision workshops run in the spring school-holidays for Year 11 pupils. We also take pupils to the Pompey Study Centre, Portsmouth University & Smallpeice Trust Technology workshops, in addition to the many trips on offer.

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How do our absence rates compare with other schools?

Attendance rates are good & above the national average for similar schools.

Governors are robust in their stance regarding holidays taken during term time. As stated in the published Attendance Policy they will not authorise leave during term time & will issue fixed penalty notices where parents show disregard for this rule. They are particularly concerned when parents take KS4 pupils out of school for family holidays, causing them to miss key learning & even external assessments.

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How do we make sure our pupils are healthy, safe and well-supported?

92% of pupils think this is a good school & 93% say they feel happy here. This is a sample of the data we analyse annually from the Keele Survey, which is anonymously completed by 20% of the pupils each autumn. We work with the Student Council to identify pupil concerns & plan responses, such as the Anti-bullying Counsellors & the Year 6 "no fears" group. Pupils applaud the use of the site-wide CCTV to monitor & address irresponsible behaviour. Our School Charter reflects the balance between rights and responsibilities. External mentors, Connexions Advisers & our own Pupil Counsellor provide further support for pupils.

We undertook the enhanced Healthy Schools assessment in 2007 to check that we were considering all aspects of pupil well-being. We received a very positive report & pupils particularly value our improved access to water, projects they work on to refurbish their toilet and other facilities & the positive response from the school & the community to ideas brought forward by the Student Council.

Our Assistant Head supports pupil reps. for the Council of Portsmouth Schools and leads our dynamic PSHCE team.

Ofsted graded us "outstanding".

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What do our pupils do after year 11?

Many of our pupils go on to full time education at the end of Year 11. This figure is approximately 4% higher than the mean for Portsmouth & 2% higher than the mean for the South Central Region of the Connexions Partnership.
Our pupils have a positive experience of learning through academic & vocational courses.

The destinations of our leavers in 2007 were:
Full time education 83%
Full time training 0%
Full time employment 10%
Part time activities 1%
Not in employment or full time education 3%
Unknown 3%

Many students come back to the school to inform us of their success at A'level & beyond & volunteer to support our mentoring programme by coaching pupils still at school.

Some even speak in assemblies about chosen career paths, which pupils enjoy.

Our "Enlightening lunches" run with the EBP provides stimulating conversation opportunities for pupils to access local business people & professionals about training & learning opportunities. Active links with local colleges support enrichment activities e.g for our Talented & Gifted pupils. Taster days at local colleges for our pupils at the end of Year 10 help them begin to plan seriously for transition & future choices at the end of Year 11.

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Ofsted’s view of our school

Springfield is a good school with outstanding features. It is well regarded by its pupils and their parents, with just cause. It has good systems for monitoring its performance and, as a consequence, knows itself very well. The school has a clear sense of its strengths and weaknesses and judges itself to be good. The school provides very good value for money.
Under the outstanding leadership of the headteacher, there is a shared commitment at all levels within the school community to provide an interesting and relevant education for all pupils. The school has implemented an effective range of strategies to improve learning and, as a consequence, standards at the end of Year 11 have risen in recent years and are above the national average. All pupils make good progress. Teaching is good overall although there is some inconsistency in practice across the school. The personal development of pupils is outstanding. They behave extremely well in lessons and show excellent attitudes to learning. Pupils enjoy their work and attendance is above the national average. The school curriculum is outstanding. The school has recently developed the number of vocational courses offered in Years 10 and 11, and a very broad range of after-school clubs and trips are available to pupils. Opportunities for pupils are further enhanced by productive links with local colleges, employers and external groups and agencies. The care, guidance and support of pupils are outstanding. They feel safe and this is contributing to their desire to do well.
The school has clearly demonstrated that it has a very good capacity to improve. It has successfully addressed the issues raised at the last inspection, pupils' achievement and standards have risen and clear priorities for improvement have been identified. The school has also achieved technology college status. This has contributed to improvement by allowing the school to enrich its curriculum, extend its community provision, develop links with industry and feeder primary schools and improve its resources.

Date of last inspection: 11-May-2006

Ofsted graded our school as good

Inspectors made judgements on a scale: outstanding (grade 1); good (2); satisfactory (3); inadequate (4).

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What have we done in response to Ofsted?

The only point for improvement from the May 2006 inspection was to "make every lesson as good as the best". Through our coaching programme and the new Leading Edge practitioners we have promoted we have the capacity to help all staff teach very good to outstanding lessons as well as helping staff in our partner schools across the city to develop their practice. Through enhanced tracking and monitoring, we are ensuring that clear targets are set for pupil progress and that these are regularly reviewed to maximise each pupil's performance. A continual focus on enhancing our assessment practice ensures that no child is left behind.

As a result of Specialist Status we have greatly improved ICT access. Using ICT skills to enhance learning is now a feature of schemes of work across the curriculum. Our next step is to be the development of a Virtual Learning Environment to reinforce pupils' work.

We will also continue to work hard on all other fronts of the Every Child Matters agenda to warrant future judgements of "outstanding" practice in these areas.

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More Information

If you would like more information about school policies, including our policies on special educational needs and disability, admissions, finance, school food and our complaints procedure, please contact us:

By telephone: 023 92379119

Our website: http://www.springfield.uk.net

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