We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Greenways Primary School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Greenways Primary School.
To see all our data you need to click the blue button at the bottom of this page to view Greenways Primary School
on our interactive map.
They learn how to be good friends who respect that everyone is different. They understand the school values of 'respect, nurture, inspire, aspire'. They try hard to meet these goals.
As a result, they have positive relationships with each other and include others.
Staff have high expectations of pupils' behaviour and learning. Pupils know they need to be ready, respectful and safe at all times.
This starts in the early years. Most pupils follow these rules consistently. For example, pupils are keen to learn new things.
They listen to their teachers carefully. Pupils are interested, engaged learners who achieve well. ... Pupils trust the staff to help and support them.
The strong relationships in school mean everyone looks out for each other. Pupils feel safe.
Pupils love the wide range of opportunities open to them.
They talk with enthusiasm about the trips and visits they undertake. They learn about important topics in assembly that help to keep them safe. Pupils are excited to hear about the careers that are open to them if they aspire.
They support their local community and each other to improve and develop further. They become responsible, active citizens.
What does the school do well and what does it need to do better?
Leaders are directing the school through a period of change successfully.
Clear priorities and ambitions help to move the school forward quickly and secure improvements. Staff appreciate the support from the school and trust to train them, check things are working and reduce any unnecessary workload attached to teaching.
The school has a well-sequenced and aspirational curriculum focused on developing pupils' language and vocabulary.
Pupils, including pupils with special educational needs and/or disabilities (SEND), learn knowledge in a logical order. Staff receive updates on the curriculum and how best to introduce learning. They share and introduce new learning effectively.
As a result, staff teach with confidence, and pupils engage well with their learning. However, in some subjects, the checks made on what pupils know are not used effectively. Staff do not collect the information needed to plan appropriate next steps for pupils in these subjects.
As a result, gaps in pupils' knowledge emerge, and pupils do not remember the knowledge leaders intend across the curriculum.
The school prioritises reading from the very start. Staff teach reading confidently, using the same familiar routines and resources.
The books that pupils read match the sounds they know well. Staff regularly check what pupils remember. If pupils need time and practice to keep up, they receive it quickly.
Pupils make good progress with their reading knowledge and read with increasing confidence and fluency. Pupils, including children in Reception, concentrate on and engage with their reading. Older pupils read a range of authors, discuss characters and read aloud proudly.
The school's provision for pupils with SEND is a strength. Staff identify pupils' individual needs accurately. Pupils with SEND learn the same curriculum as others.
Staff use a range of resources to adapt learning for individual pupils. Pupils in the specially resourced provision for pupils with SEND (specially resourced provision) get expert support there and in classes. Pupils with SEND make strong progress through the curriculum.
The school has introduced a new approach to managing behaviour. It has high expectations of how pupils must behave in lessons. These common expectations are having a positive impact on pupils' learning and behaviour, including in the early years.
Pupils mostly listen well, demonstrate positive attitudes to their learning and rarely interrupt lessons. However, at less structured times, including on the playground, occasional incidents of disrespect or poor behaviour occur. Staff do not routinely address this quickly in line with the school's expectations.
Pupils then sometimes repeat this behaviour.
The school does all it can to ensure pupils attend school regularly and on time. It identifies barriers that pupils and families face.
The school works effectively to support and improve attendance. As a result, pupils' attendance improves over time.
The school promotes a highly inclusive culture.
The success of all pupils is central to the school's aims and ambitions. Pupils develop personally as well as academically. They take their responsibilities as school and eco-councillors very seriously.
Pupils who have worries or concerns receive effective support from the pastoral team. Pupils learn about a range of cultures and religions. They understand there are different types of relationships.
Pupils are well prepared for the next stage of learning and for life beyond school.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The checks the school makes on what pupils know and can do are not used effectively in some subjects.
They do not give staff the information they need to identify pupils' next steps in learning accurately or identify and close gaps in pupils' learning. The school should ensure that assessment processes in all curriculum areas are effective and that teachers use them to identify pupils' next steps in learning so that they achieve as well as possible across the curriculum. ? During social times, the school's behaviour policy is not implemented consistently.
Consequently, some pupils' behaviour does not meet the school's expectations. Pupils sometimes repeat unacceptable behaviour. The school should ensure that all staff are familiar with the expectations of the behaviour policy and implement it consistently well.
