Greenbank School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils behave exceptionally well and display impeccable manners. They greet each other with a 'good morning' each day.

They chat warmly to staff and are polite and friendly to visitors in school. They understand that all the pupils in school are unique. They accept each other's commonalities and differences.

Pupils display kindness and empathy and look after each other. The school's happy and supportive ethos shines through.

The school has high expectations for all pupils.

Pupils rise to these and achieve well. Pupils enjoy learning. The adults around them offer encouragement and support as well as challenge for pupils to aim high.

Pupils va...lue the reward points that they earn during the week. They enjoy choosing a reward activity on Friday afternoons.

Pupils enjoy time with their friends.

They particularly enjoy breaktimes to play football, use the fitness equipment or have a chat. Pupils develop strong positive relationships with staff. They feel that staff always look at the positives and help pupils to do the same.

Pupils' personal development is well considered. Pupils have opportunities to develop their organisation and leadership skills. For example, whole-school events are organised by students in the sixth form.

Pupils benefit from events to celebrate different cultures and religions. For instance, pupils and their families joined with members of the local community and former pupils to enjoy music, food and dancing at the school's recent diversity festival.

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

The school aims to recognise and celebrate the personal and academic achievements of pupils.

Since the previous inspection, the school has taken steps to raise the ambition of the curriculum so that pupils develop academically and personally. However, despite improvements to the design of the curriculum, pupils in key stage 4, do not study a sufficiently broad range of subjects. For example, these pupils do not have lessons in the performing arts or music.

This limits the choices that pupils can make at their next steps.

For the most part, the curriculum is well designed and allows pupils to build on their prior knowledge and skills. Teachers carefully consider the special educational needs and/or disabilities (SEND) of pupils.

They are skilled in choosing the right materials and resources that will hook pupils in and engage them in their learning. Teachers plan opportunities for pupils to revisit and practise key concepts. They check on pupils' learning to confirm that pupils understand what they have learned and to shape future teaching.

Reading is a high priority across the school. Staff have the expert knowledge that they need to provide effective support to pupils with their reading. Pupils read widely and often.

Staff choose age-appropriate texts that they know pupils will enjoy. Alongside their reading knowledge, pupils develop their broader literacy skills. Staff ensure that pupils who have fallen behind in their reading quickly gain the knowledge and skills that they need.

This helps these pupils to become confident and fluent readers.

Pupils live up to the school's high standards for their behaviour. They respond exceptionally well to the school's well established and consistent approach to managing behaviour.

Staff model the behaviours that they want pupils to develop in a quiet, respectful way. They help pupils to reflect honestly upon their own behaviours to help them to better manage their emotions. Pupils understand and respect the needs of other pupils in the school.

On joining the school, pupils quickly adopt the 'Greenbank way'. They develop resilience and become proficient in solving problems. They learn how to listen to others and articulate their own views and opinions.

Pupils feel that they belong in this school and want to contribute to the school's improvement. However, a number of pupils feel that the school does not listen to their views sufficiently well.

Pupils learn about the fundamental British values.

For example, pupils asked a number of challenging questions to a member of the House of Lords. This deepened pupils' knowledge around democracy and the role of parliament.

Careers education starts in Year 7 and runs successfully through all year groups.

When pupils move into the sixth form they learn to apply their knowledge. For example, sixth-form students take part in work experience. Pupils discuss the personal qualities that different careers will demand.

They also visit a number of colleges and learn about internships and work options. This work ensures that pupils can make informed decisions about their next stage in education, employment or training.

Leaders and those responsible for governance are conscious of staff's workload and well-being.

They take positive steps to support these through a range of initiatives that are welcomed by staff. This includes providing staff with access to external health support and 'hot chocolate Monday'.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In key stage 4, pupils do not study a sufficiently broad and rich curriculum. This limits pupils' options for their next steps. The school should provide a wide range of subjects that equip pupils with the skills and knowledge that they need for the future.

• A number of pupils do not have opportunities to share their views about the school. This means that these pupils feel that their opinions are not considered when leaders and staff make decisions. The school should enable pupils to share their views about different aspects of school life.