Green Street Green Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is an inclusive school where pupils thrive. The values of kindness and respect are embedded through all aspects of school life. Pupils are very happy here because they have kind friends to play with.

Positive, nurturing relationships between staff and pupils permeate the school. Staff take the time to greet pupils warmly and this creates a positive start to the day. Pupils are confident that if they have a concern that staff will listen and help them.

This helps pupils to feel safe.

Staff have high expectations for pupils, therefore, pupils' behaviour across the school is impeccable. This starts from Reception, where children are taught to follow routine...s.

Pupils work hard and achieve well here.

Pupils have opportunities to take on roles of responsibility. For example, sports leaders support other pupils to take part in physical activities at lunchtime.

Pupils in the nurture provision take pride in caring for their class stick insect. This is because the school teaches pupils the importance of caring for others.

The school provides a wide range of clubs, such as choir, football and cross country running.

These activities help pupils to develop their talents and pursue their interests.

What does the school do well and what does it need to do better?

Reading is given priority here. Children are taught to read as soon as they join Reception.

This is because leaders want pupils to read fluently as soon as possible. The school is committed to ensuring that pupils develop a love for reading. Pupils read widely and often.

Children in Reception listen carefully to 'Handa's Surprise', eagerly anticipating the next animal that will take a piece of fruit from Handa's basket in the book they share as a class. These opportunities develop a love for reading.

Leaders train staff to teach phonics well.

Staff regularly check the sounds that pupils know. Pupils who find reading difficult are given the help they need to catch up. Books are closely matched to the sounds that pupils know, and this means they read with developing confidence.

The school has in place a well-structured curriculum, which sets out what pupils need to learn year-on-year starting from Reception. Teachers have secure subject knowledge and explain concepts clearly. For example, in physical education, pupils in Year 6 throw a discus with increasing accuracy.

This is because the teacher effectively demonstrates the throwing technique. In mathematics, pupils in Year 4 show their understanding of ordering decimals. This is because they have previously been taught the value of each digit.

However, in some subjects, pupils struggle to recall and retain important information that they have been taught and this means they have gaps in their learning.

In Reception, pupils learn through purposeful learning experiences. However, sometimes adults do not model subject-specific language well enough.

This is because the vocabulary that the school wants children to use and remember has not been precisely identified. This means that some pupils miss out on opportunities to hear and practise using new language.

The school is ambitious for pupils with special educational needs and/or disabilities (SEND).

There are appropriate systems in place to identify these pupils. The school works effectively with external professionals, such as therapists and educational psychologists. These professionals provide effective training to staff.

Teachers use a range of strategies to ensure that pupils with SEND receive the support they need to access the curriculum and achieve well.

Pupils show highly positive attitudes to their learning. Therefore, the curriculum is not interrupted by silly behaviour.

Leaders prioritise attendance and take appropriate action so that attendance remains high.

The wider curriculum is thoughtfully structured. Pupils are taught about consent in an age-appropriate manner.

Pupils learn the importance of keeping safe online. In the specially resourced provision, staff use visual resources to teach pupils when it is appropriate to 'high five' or hug someone.

Leaders value pupils' opinions.

For instance, the school council worked with the catering team to make the lunch menu even better. As a result, there is now a salad bar and dessert station in place.

Pupils across the school are taught how to regulate their feelings incredibly well.

In the nurture and specially resourced provision, pupils are supported to form positive relationships and build resilience and confidence.

The trust and the local governing body are ambitious for all pupils to achieve well. Trustees and governors know what the school is doing well and what it needs to do to be even better.

The trust have appropriate processes in place to check the effectiveness of the school. Staff are extremely positive about the guidance they receive to support their well-being and manage their workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In Reception, key vocabulary has not been precisely identified. This means that sometimes adults do not model and extend children's vocabulary purposefully. When this happens, it limits some children's opportunities to practise and hear new language.

The school should ensure that key vocabulary is identified so that staff develop children's language to support their learning. ? In some foundation subjects, pupils' knowledge and understanding is not secure. Furthermore, the checking of what pupils know and remember is not as effective as it could be.

This means that some pupils have gaps in their learning. The school should ensure that teachers check that pupils develop detailed knowledge and skills over time. Leaders should have processes in place to identify the strengths and areas for development in the foundation subjects.

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