|Name||Greengate Junior School|
|Ofsted Inspection Rating||Good|
|Inspection Date||18 September 2012|
|Address||Greengate Street, Barrow-in-Furness, Cumbria, LA14 1BG|
|Religious Character||Does Not Apply|
|Number of Pupils||216 (53% boys 47% girls)|
|Number of Pupils per Teacher||16.6|
|Percentage Free School Meals||40.3%|
|Percentage English is Not First Language||4.6%|
Information about this school
This is larger than the average-sized primary school. An above average proportion of pupils is known to be eligible for the pupil premium. A well below average proportion of pupils is from minority ethnic backgrounds and a similar proportion speaks English as an additional language. The proportion of disabled pupils and those who have special educational needs who are supported at school action is well above average. A similar proportion is supported at school action plus or has a statement of special educational needs. The school meets the government’s current floor standard, which sets out the minimum expectations for attainment and progress.
Summary of key findings for parents and pupils
This is a good school. The school is good and improving because : the headteacher, fully supported by governors, has brought about a culture of learning which is firmly and successfully focused on improving teaching and ensuring that pupils achieve well. The school continues to build upon its strengths. It ensures that pupils are kept safe, provides excellent personal and emotional care for pupils and their families and plays a central role in meeting the needs of the community it serves. Teaching is good. In lessons, varied resources and creative teaching methods engage pupils’ interest so they enjoy learning. Pupils enter the school in Year 3 with attainment which is below that expected for their age. They make good progress and achieve well to reach broadly average standards when they leave Year 6. Pupils’ behaviour is very well managed. Staff very skilfully help pupils develop good attitudes to learning which improve as pupils progress through the school. The roles of senior leaders are developing well. They are fully involved in monitoring and evaluating the school’s work and are bringing about improvements in literacy and numeracy. It is not yet an outstanding school because : Teaching is good but not yet outstanding. This is because in some lessons pupils are asked to listen to the teacher for too long. They do not always have enough chances to improve their own and each other’s work. Good practice in teaching is not yet fully shared across the school. Middle-attaining pupils and those supported at school action make slightly slower progress than other groups of pupils do. This is because their needs are not always identified early enough and teaching methods and work in lessons are not always fully matched to them.