Greenfield E-ACT Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Greenfield E-ACT Primary Academy provides a haven where all pupils can blossom. Relationships between staff and pupils are warm and respectful. Because the school is highly inclusive, all pupils feel they belong.

Leaders are relentless in their drive to ensure every pupil is successful. The 'no-excuses' culture sets high standards for learning and behaviour. Pupils rise to this challenge, including those with special educational needs and/or disabilities (SEND).

Consequently, all pupils achieve well.

Pupils' behaviour is exemplary because staff establish routines from day one. Pupils are eager, independent learners.

If they find a task difficult, the...y persevere. For example, pupils try to work things out for themselves before asking for help. This is because they have access to resources that help them learn effectively.

Pupils are safe in school. They know how to report any worries or concerns. Pupils know what healthy relationships are.

They understand and show the qualities of being a good friend.

The school is a beacon of support for the community. Pupils are at the heart of all decision-making by the school and the trust.

Families value the nurture and care their children receive.

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

The school has created a broad, ambitious and well-structured curriculum. It is well planned and sequenced across all subjects.

Logically organised content builds on prior knowledge to prepare pupils for future learning. For example, children in early years build their core strength and coordination through indoor and outdoor play. This supports later learning in physical education (PE) in key stage 1, where pupils need to jump, balance and roll.

The curriculum is well taught. Teachers introduce new learning clearly and check pupils' understanding. Across the school, teachers ask effective questions and tackle any misconceptions.

Retrieval strategies help pupils remember learning from the previous lesson. However, some pupils struggle to recall what they have learned the term or year before. This makes it tricky for them to connect previous and new knowledge.

For instance, in mathematics, pupils cannot remember the properties of 2D shapes. This makes it more difficult to learn about 3D shapes.

Children make remarkable progress in the early years.

Staff design activities that help children practise their learning, such as 'fishing for sounds' to reinforce their phonics skills. Communication and language development are priorities. This is because many children start school with limited speech and language skills.

In the Nursery, adults introduce children to stories and songs that capture their interest. This prepares children very well for learning phonics.Reading is a cornerstone of the curriculum.

Staff use their high level of expertise to teach phonics. Assessment of pupils' phonics skills is accurate and so pupils read books well matched to the sounds they know. Staff promptly spot pupils who are falling behind and give precise support.

This helps pupils catch up quickly, including those with SEND. The school's approach to early reading builds pupils' confidence and competence. Older pupils read a wide range of diverse texts.

They love hearing adults reading aloud. This sparks their curiosity about new authors and genres.

Robust procedures are used to identify the needs of pupils with SEND.

The school understands the best ways to meet their needs. Teaching staff adapt lessons to ensure pupils with SEND can learn alongside their peers. As a result, pupils with SEND make good progress through the curriculum and achieve well.

The school is unswerving in its approach to ensuring good attendance. It works closely with families and external agencies. Strategies such as breakfast club provide a secure, calm start to the day.

An exciting curriculum and clubs such as skateboarding inspire pupils to attend school.

The school values underpin the personal development curriculum. For example, the Year 5 social action group, 'Game Changers', shows consideration for others by fundraising for a local youth charity.

Pupils have a well-developed understanding of fundamental British values. They recognise that some people in other places do not have the same freedoms they enjoy. Pupils relate this to their work in history about the Windrush generation.

During assemblies, pupils discuss important issues such as what makes a good team. This helps them to cooperate well in class and on the playground.

The belief that all pupils will succeed drives the school's work.

Leaders, including those in the trust, are determined that pupils will receive the very best education. They regularly review the school's work to check this is achieved. Staff speak highly of the training and development opportunities they receive.

They appreciate the care leaders show for their well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils are not acquiring the knowledge they need in a few subjects.

This is because clear links are not made between new knowledge and that which has been learned previously. As a result, pupils do not routinely remember and connect prior learning as effectively as they might. The school should ensure that teaching helps pupils to connect knowledge and build a secure understanding of what they learn.