Greenland Community Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. It has improved since the last inspection because the headteacher, governors, leaders and managers have successfully tackled most weaknesses in teaching and in pupils' behaviour.

Most pupils behave well, are keen to learn, feel safe and enjoy school. Attendance is rising and the number of pupils excluded from school has reduced markedly. Typically children enter the Reception class with skills that are well below those expected for their age.

They make good progress, achieve well and reach at least average standards when they leave Year 6. Teaching is good and continues to improve. Teachers now make good use of the results of tests to pl...an lessons so work is usually pitched at the right level for pupils.

It is not yet an outstanding school because : Some lessons still require improvement because teachers do not always check on pupils' learning in lessons regularly enough. Some lessons lack a balance between activities led by the teacher and those pupils do on their own. Teachers' questioning does not always allow all pupils to contribute to the lesson and fully develop their answers.

Pupils' achievement in mathematics is slower in Key Stage 1 than in Key Stage 2. In some mathematics lessons, there are not enough practical and investigative activities. Also, pupils do not have sufficient opportunities to practise their mathematical skills across all subjects.

Children in the Reception class do not have continuous access to a well-equipped outdoor learning area.

Information about this school

This school is similar in size to the average sized primary school. The proportion of pupils known to be eligible for the pupil premium, which provides additional funding for children in the care of the local authority, children from service families and for pupils known to be eligible for free school meals, is well above average.

A well below average proportion of pupils are from minority ethnic backgrounds, and a similar proportion speak English as an additional language. The proportion of disabled pupils and those with special educational needs who are supported at school action is below average, but the proportion supported at school action plus and with a statement of special educational needs is well above average. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress.