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Pupils love all aspects of Green Lane Primary School.
They feel happy and safe. They enjoy their lessons and the weekly active enrichment activities like bike riding, climbing, and caving. They say they feel very lucky to come to this school every day.
Relationships between staff and pupils are warm and caring. Staff know the pupils well and take good care of them. The school is welcoming to all pupils and their families.
Difference and diversity are celebrated.
The school aspires for all pupils to achieve well. Effective improvements to the curriculum are having a positive impact.
However, this is not yet reflected in the provisional key st...age 2 published results from national assessments. The school encourages all pupils to try their best. 'Powerful learners' are celebrated at weekly assemblies.
A high proportion of pupils arrive throughout the year. Many speak English as an additional language. The school takes time to get to know all pupils on their arrival.
This means pupils receive the correct adaptations to support their understanding of English and provide for any additional needs.
Pupils' behaviour is good. They conduct themselves well in lessons and at social times.
Pupils know to share any worries or concerns with a trusted adult. Starting in the early years, pupils quickly learn the school routines and expectations.
What does the school do well and what does it need to do better?
The school ensures pupils learn to read well.
Reading is an important part of every day for every pupil. Staff are highly skilled and teach phonics with great enthusiasm. Pupils who need additional support receive it regularly.
When pupils become fluent readers, they enjoy the rich range of texts available to them in classroom collections and the much-celebrated new library.
The school has redeveloped the curriculum in many areas. Pupils benefit from the improvements that have been made.
The school has identified the key knowledge pupils should learn. The curriculum is carefully sequenced from the early years to Year 6.
In mathematics, pupils learn well.
They have regular opportunities to recall prior learning. Regular additional arithmetic sessions support pupils to recall prior learning. As a result, pupils develop their fluency skills in mathematics.
Gaps in pupils' mathematics knowledge are identified and addressed. However, in some areas of the curriculum, gaps in pupils' knowledge are not consistently identified, and pupils' knowledge builds less securely over time.
The school ensures that pupils' needs are identified effectively.
Pupils with special educational needs and/or disabilities (SEND) benefit from well-considered support that helps them to achieve well, and they play a full part in the life of the school, taking on leadership roles such as 'reading buddy' for example.In the early years, the children have a wealth of opportunities to explore and learn both indoors and out. Children demonstrate deep concentration on their tasks.
Children are able to share and play together successfully. For example, children were making hot chocolate in the mud kitchen, sharing utensils, and searching for suitable marshmallows. Children in the early years respond positively to the calm, nurturing approach of the adults.
There is a well-considered programme for pupils' personal development. This begins in the early years, where staff teach children to understand the importance of eating healthy snacks and brushing their teeth. Pupils have a clear understanding of fundamental British values, healthy relationships, and equality.
Staff promote the importance of maintaining positive mental health to pupils. 'Well-being warriors' show pupils how to keep calm with different breathing techniques. They benefit from a range of educational visits that enrich their learning in the curriculum.
Pupils had recently enjoyed a visit to the Houses of Parliament linked to their work on democracy.
Securing high attendance is a priority for the school. Attendance is improving over time because leaders are vigilant.
They quickly and effectively challenge and support families where this is needed.
The trust has an ambitious vision for the school. Leaders, including trust leaders and those responsible for governance, have an accurate understanding of the school's strengths and what needs to be better.
They have a clear strategy to ensure the school continues to move forward. After a period of instability and a decline in standards, leadership has been strengthened. The school is now stabilised and rapidly improving.
Staff morale has increased significantly. They are proud to work at the school.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some areas of the curriculum, gaps in pupils' knowledge are not consistently identified. This means pupils' knowledge builds less securely over time. The school should develop an effective approach to ensure gaps in pupils' knowledge are consistently identified.
