Springfields residential special school gains 'outstanding' rating
Trystan Williams, headteacher
At Springfields Residential Special School in Calne, Wiltshire, headteacher Trystan Williams is clear about what he and his staff are there for: 'We represent the last chance for our young people.'
And that’s because each of his 70-plus pupils has been excluded from at least two schools and are troubled young people, often with a history of abuse. Almost all have severe communication, behavioural or emotional difficulties, and half have complex additional needs. And at Springfields the school embraces the notion of ‘fresh chance’ as highlighted in the Chief Inspector’s Annual Report for 2006/07 on education in special units for young people for whom, for whatever reason, mainstream schooling has not worked.
In its recent inspection, Springfields was given an 'outstanding' overall quality rating. Much of this stems from inspirational leadership and the quality of the relationships between staff and students, which the inspectors characterise as ‘one of the real strengths of the school’.
What Springfields provides is a clear, structured pathway for young people to turn their lives around and move towards independent living. And Trystan Williams believes the residential element is the key to changing behaviour. He says, 'The young people are here 24 hours a day, Monday to Friday. I and my staff have full responsibility for them, not just for the curriculum but for parenting as well.'
When they arrive every student joins Phoenix, the first of four residential units through which they progress, if there is a significant period of good behaviour. The fourth, and final unit, called Hafan, Welsh for ‘ultimate place’, was named by the School Council to mark Trystan Williams' strong Welsh roots.
Life in Phoenix is ordered. Bedtime is early. With three staff to every student there’s close supervision. But as the students reach Hafan the reins are loosened. By then they take responsibility for much of the shopping, cooking and cleaning. They are also expected to give something back, by acting as mentors to newer students and attending, with support at first, a sports or social club in Calne.
All this works because Trystan insists everything at Springfields should be of outstanding quality. He says, 'This applies to the care offered in the units as much as to teaching and learning. Deprived young people need a high-quality environment if they are to flourish.'
Deprived young people need a high-quality environment if they are to flourish.Trystan Williams, head teacher
Springfields provides excellent facilities especially in sport and information and communications technologies, the two areas where the school has gained specialist status, and students are supported in gaining a variety of vocational qualifications. Students often give physical education classes in local primary schools. Because this requires sophisticated planning and communications skills Trystan says, 'It demonstrates we can trust them.'
Outstanding quality helps to create a sense of ownership and mutual respect. Staff support this agenda, and pupils in turn value it. The School Council plays a real decision-making role, and other meetings and discussion groups help pupils to get used to expressing their views and having them listened to.
Residential special schools can easily become isolated from the local community. But not at Springfields. About 400 students from 18 mainstream and special schools come for tuition in vocational subjects, and primary school students attend a much-valued emotional literacy centre. The school is also an important community resource. There can be upward of 300 people using the sports facilities at weekends which helps integrate the school and its pupils locally, and dispels notions that Springfields is the school for ‘bad boys and girls’.
