Pupils enjoy coming to school. Staff know all pupils’ names and pupils respond with smiles and waves. They know that staff care and support them. Staff are skilled at helping pupils to explain and understand their emotions. This helps pupils to begin to calm themselves when necessary. Staff make sure that pupils can communicate in a way that they can be understood. Pupils like school and have lots of friends. Leaders have high aspirations for pupils. However, pupils do not achieve as rapidly as they could. This is because the curriculum is not yet well planned in all subjects. At times, pupils are not taught information at the right time or in the right order. Some pupils tackle worksheets that are too complex. This makes learning hard. Despite this, pupils enjoy their lessons. They particularly like practical activities, such as making pizza and swimming. Parents and carers are really pleased with the school. Their children are happy and are getting on well. One parent echoed the feelings of others, saying: ‘I cannot praise highly enough the way that Springwater supports, not only my child but myself as well, to help her cope with the challenges she faces every day.’ What does the school do well and what does it need to do better? Since the last inspection, the number of pupils in the school has increased by a third. Leaders have reshaped the curriculum into pathways. This is helping to better meet the needs of pupils. What is being taught to pupils and when are under review. Leaders and governors have a clear action plan for curriculum developments. They have focused on improvements in English. Pupils’ reading and their knowledge of letters and sounds are improving. However, in other subjects, leaders and teachers struggle to explain what they are teaching and why. Pupils do not always learn the most essential knowledge and in the right order. Teachers check on how well pupils are learning in the classrooms. They use questioning effectively to tease out pupils’ knowledge and understanding. They identify gaps in learning and challenge pupils’ misconceptions. However, assessment systems are currently under review by leaders. There is not a clear picture of pupils’ progress across the curriculum. In the early years, children make a good start to their education. They learn to communicate well. Children settle into school routines quickly and use signs and symbols to make themselves understood. Sixth-form students enjoy being in school. Relationships between staff and students are strong and behaviour is good. Students access many real-life experiences, such as travel training, budgeting, cooking and shopping. Since the previous inspection, the number of staff has increased. Staff enjoy working at the school. They feel valued and respected by leaders. Leaders make sure that staff have ongoing training. This helps adults to carry out their roles and responsibilities. Staff support and manage pupils’ emotional, behavioural and medical needs well. The work of some new middle leaders varies in quality. The effectiveness of their contributions to curriculum improvements is still developing. This means that not all areas of the curriculum are well planned and sequenced. Staff encourage pupils to be independent. They support pupils to communicate effectively. Pupils use many communication tools, including signing. They move around school with little support. Pupils work independently on mathematics and English during bay work sessions. Pupils have lots of outdoor experiences. They enjoy the forest school and the new multisensory outdoor playground area. With support, pupils understand and manage their emotions and anger. Some pupils can ask for time out to help them to calm down. The school offers lots of opportunities for pupils’ personal development. They learn about internet safety, healthy eating, elections and relationships. Pupils are well prepared for life after Springwater.