Greenfield Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Leaders and managers have a clear understanding of the strengths and weaknesses of the school. They have used this well to make improvements. Systems and structures that are now in place have helped to improve teaching and speed up the progress that pupils make.

However, as many of them are relatively new they are not fully embedded in practice so they are yet to have a marked impact on outcomes. Teaching is good and improving. However, it is not yet consistently of the highest standard.

Where it is most effective, it is well planned and encourages pupils to develop their independence, embed their understanding of new concepts and extend ...their learning. Children make a good start to their schooling in the early years setting. It is well led and managed, teaching is good and children progress well from their different starting points.

Pupils are proud of their school and they are keen to learn. Spiritual, moral, social and cultural development and fundamental British values are embedded in the curriculum. Pupils are well prepared for life in modern Britain.

Pupils behave well. They respond positively to high expectations and manage their own behaviour effectively. There is a strong culture for safeguarding pupils across the school.

Keeping children safe is a shared responsibility and all staff know what they should do if they have a concern about a pupil's welfare. Governance is strong. Governors have a range of appropriate skills, knowledge and experience to offer high-quality support and challenge to leaders.

Current pupils are making good progress across the curriculum and outcomes are improving. However, end of key stage 1 and 2 results were below national averages and some weaknesses remain. The most able pupils are not consistently challenged to reach the highest standards in a range of subjects, including English and mathematics.

Although improving, the progress made by pupils who have special educational needs (SEN) and/or disabilities and disadvantaged pupils is not yet consistently strong. The attainment of disadvantaged pupils remains lower than that of other pupils but their progress is also improving Outcomes for girls in mathematics do not match those of boys. Too many girls do not progress quickly enough or attain well in mathematics.

Information about this school

The school is an expanding average-sized primary school. There is one class in each year group, apart from Year 1 and Reception where there are two. Children attend the nursery on a part-time basis and the school now has provision for two-year-olds.

Most pupils are from White British backgrounds. The proportions of pupils from minority ethnic groups are similar to the national average. A smaller-than-average proportion speak English as an additional language.

An above-average proportion of pupils are supported by the pupil premium. The proportion of pupils who have SEN and/or disabilities, including those who have a statement of special educational needs or an education, health and care plan, is below average. The school provides before- and after-school care.

A national leader of education has provided support to school leaders since December 2015. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress. The school meets requirements on the publication of specified information on its website.