Greengate Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are surrounded by a team of dedicated staff and governors. These adults have high expectations for the pupils' well-being, their aspirations and achievement.

Pupils feel safe and well cared for. They grow in confidence and blossom as they move through the school. Pupils achieve well across the curriculum.

By the end of Year 6, they are ready to embrace all that their next schools have to offer.

Pupils play happily together in the playground. They enjoy the many activities on offer.

Adults support pupils to get the most from playtimes, for example through modelling sporting behaviour. Pupils recognise that disagreements may happen, but that the...re is always someone to turn to for help. This includes spending time with the school therapy dog, Ted.

Pupils said that bullying of any kind is 'not tolerated'. If bullying happens, it is quickly resolved.

Pupils are respectful to each other and to adults.

They behave well in lessons and when moving around school. Pupils are polite and thoughtful. They readily offer help to visitors and are keen to share their learning.

Pupils help make the school a welcoming community. They are proud to play their part in making sure that 'every voice counts'.

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

Leaders have designed a well-thought-out curriculum that is rooted in the school's locality.

The curriculum builds vocabulary across all subjects and broadens pupils' experiences. Leaders have ensured that all pupils benefit from this ambitious curriculum. They ensure that pupils achieve well.

In most subjects, leaders' plans identify the key knowledge that teachers should emphasise and revisit over time. Leaders provide teachers with clear guidance on how to check exactly what their pupils know and remember. Teachers make effective use of this information to plan what pupils need to know next.

This helps pupils to build their knowledge well over time. The disruption caused by COVID-19 has meant that not all curriculum plans have been developed to the same extent. In addition, teachers' checks on what pupils know and can remember are not as effective in all subjects as a result.

COVID-19 has disrupted pupils' learning. Younger pupils have some gaps in their phonic knowledge. This affects their ability to read fluently.

Leaders have taken effective action to address these gaps. Pupils who need help to catch up are taught by well-trained staff. Pupils benefit from good-quality phonics resources.

These include books that match the sounds that pupils are learning. This supports pupils to catch up.

Leaders strive to fully include all pupils, including those with complex special educational needs and/or disabilities (SEND), in all aspects of school life.

They ensure that teachers support pupils to behave well. This means that pupils get the most out of their lessons. Leaders also ensure that staff know how to identify and meet the needs of pupils with SEND.

Well-trained staff provide highly effective emotional support to those pupils with more complex needs. Teachers adapt the curriculum well for these pupils. This enables them to learn alongside their classmates and to access the same curriculum.

Leaders have carefully considered how best to prepare pupils for life in modern Britain. Pupils are taught to respectfully debate moral issues. They think deeply about their own beliefs, as well as those of others.

Pupils understand what makes a healthy relationship. They spoke positively and with sensitivity about different types of family.Pupils are keen to play their part in the school community.

They take on extra responsibilities with enthusiasm. Older pupils enjoy their roles as school prefects and 'eco champions'. They act as positive role models to younger pupils.

Staff are proud to work at the school. They recognise that leaders do all they can to support their workload. Teachers who start their career at the school feel well supported.

They benefit from the expertise of the school's mentor and curriculum leaders.Governors bring an array of experience and skills to their roles. They are well equipped to offer leaders informed challenge and support.

Safeguarding

The arrangements for safeguarding are effective.

All staff are suitably trained to identify when a pupil may be at risk of harm. Leaders are tenacious in following up any concerns.

Detailed records are kept. Leaders work closely with a range of external partners to ensure that pupils and their families get any additional support, when needed.

Pupils are taught how to keep themselves safe.

They know how to manage online risks, as well as risks they may face when out and about in their community. This includes the risks associated with being around open water.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not use assessment well.

In these subjects, teachers do not always plan carefully what pupils need to learn next. Leaders should ensure that the effective assessment systems used in some subjects are replicated in others. This will help to ensure that pupils' learning consistently builds on what they already know.