Greens Norton Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Greens Norton Primary School has a strong sense of community. This is the view of the majority of parents/carers and staff. One parent, who expressed the views of many others, said: 'We would fully recommend this school.

It is so welcoming, and staff really care for the children.'

Staff have high expectations of pupils' behaviour and their attitudes to learning. This, in turn, creates a calm and purposeful atmosphere for most pupils.

However, there are some inconsistencies in the way staff apply the behaviour policy. Relationships between staff and pupils are very positive. Staff model the kindness they expect the pupils to show.

Pupils know the com...mitted staff will look after them and help them to learn.

Pupils are kind, caring and inclusive of each other. They are eager to show what they have recently been learning about friendship.

Pupils say that they feel safe and happy. They enjoy attending the school.

The school makes the most of the local opportunities to extend and develop pupils' understanding of the topics they are studying.

Pupils appreciate the trips and events they experience.

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

There is a well-planned curriculum provided to all pupils, which builds from a strong start in the early years provision. Children in the Reception classes enjoy carefully planned, adult-led sessions, as well as independent learning, in an organised learning environment.

Pupils continue to build on their foundational knowledge through a well-structured curriculum in key stages 1 and 2.

In all subjects, there has been careful thought given to the important knowledge pupils need to learn and the order in which they will learn it.

Teachers use examples and modelling well during lessons to explain new concepts to pupils.

They also recap on previous learning at the start of lessons to make sure that pupils remember the important knowledge that they need. Teachers build on this knowledge and develop it further to deepen pupils' understanding of the subject. For example, in mathematics, pupils were required to recall important mathematical facts that they needed to apply during their lesson.

Teachers use questions to check that pupils understand what they are learning. This helps teachers to identify what pupils know and what they still need to learn. Most of the time, teachers use this knowledge to ensure that all pupils get the level of support and challenge that they need in their lessons.

Pupils focus on their work and take care over how they present it. They are engaged in their learning and are proud of their achievements. However, some pupils struggle to stay on task when they are not under the direct supervision of adults.

At times, this can disrupt other pupils' learning.

In some lessons, the high ambition the school has for all pupils is not always seen for some pupils with special educational needs and/or disabilities (SEND). Pupils with SEND are included in the learning with their classmates.

However, some of the targets teachers set for some pupils with SEND are not always sharp enough to ensure that these pupils achieve as highly as they could. There is insufficient clarity for all staff to know how best to support these pupils with their learning.

Leaders have prioritised reading.

This area is now a real strength of the school. Pupils read every day. They enjoy the many opportunities they have to engage with books.

Younger pupils have daily phonics lessons taught by well-trained staff. The accurate assessment of each pupil's reading ability ensures that they get the precise help they need. This allows pupils to become accurate and fluent readers as soon as possible.

There is a strong focus on pupils' broader development. There is a well-planned programme, with a strong ethos of inclusion and respect. Pupils learn about different faiths and cultures.

They understand about democracy through various opportunities to vote and by having their voice heard to help to improve the school. Pupils enjoy sporting activities after school. They are proud of the opportunities they have to be house captains, eco-warriors and worship leaders, or to be part of the school council.

The school is well led by newly appointed, skilled leaders. Staff say that leaders care about their well-being and workload. Staff value the support and opportunities they receive to develop as professionals.

They are proud to work at the school. Trust leaders and governors fulfil their statutory responsibilities and provide effective support and challenge to leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The high expectations the school has for pupils are not realised for all pupils with SEND. While much has been done to include pupils with SEND in lessons, some are not always supported to achieve as well as they can. Some targets set for these pupils are not precise enough.

As a result, staff are not always clear about the best ways to support these pupils. Leaders cannot assure themselves that these pupils are routinely making the best possible progress towards ambitious outcomes. The school needs to ensure that all staff provide pupils with SEND with learning opportunities that stretch them and set clear and ambitious targets that enable them to achieve as highly as they could.

• Some pupils do not always show respect to each other or to adults through the way they behave. While most behave appropriately during lessons, not all have learned to manage themselves so that they do not talk over their peers or ignore requests from adults. The school should ensure that all staff apply the behaviour policy consistently and that all pupils understand what is expected of them in terms of their behaviour, ensuring that leaders' high expectations of pupils' behaviour are realised in all classes.