Greet Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Greet Primary School is warm, welcoming and inclusive. The school's mission that 'all pupils understand that there are no limits to what they can achieve' underpins every aspect of school life. Pupils respond positively to the school's high expectations and aspirations for their academic success.

They typically achieve well across all subject areas.

Children in the early years settle into school quickly. Pupils enjoy coming to school each day.

They understand how the school's values of working hard, being kind and making good choices help them to learn effectively.

Pupils behave well in class and at breaktimes. Pupils are polite and are respectful of... differences between themselves and others.

They welcome new pupils to their school and say that it is easy to make friends here. Playtimes are sociable and pupils enjoy activities such as riding bicycles, climbing and den-building activities. Pupils know that their teachers take bullying seriously.

They are confident that staff will deal with any worries they may have. Pupils feel safe in school.

Pupils enjoy a wide range of trips and events.

They visit the seaside to learn about coastlines, museums to experience artefacts from the past and farms to learn about agriculture. These experiences enrich pupils' understanding of the world.

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

Since the previous inspection, the school has developed a curriculum that is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND).

The school has identified the important knowledge that pupils should learn from Nursery through to Year 6. Pupils build on their prior learning in a logical and well-structured way. For example, pupils in Year 4 learn about food chains successfully because they already have secure knowledge of producers and consumers from previous lessons.

The school identifies the needs of pupils with SEND effectively. These pupils are happy in school and speak with pride about their achievements. However, there is some variability in how well teachers adapt the learning activities to suit the needs of all pupils, including those pupils with SEND, in some subjects.

Teachers have good subject knowledge. In lessons, their explanations are clear. Pupils' learning is supported by the use of carefully chosen resources.

Pupils revisit the concepts they have learned. This helps them to remember important knowledge and information. The school has ensured that the curriculum is relevant for pupils from Sparkhill.

For example, pupils learning about the Stone Age link this to their local area. This makes the learning meaningful and engaging.

In core subjects such as English and mathematics, the school makes checks on pupils' understanding.

This helps them to successfully identify any gaps in pupils' learning and provides pupils with information they need about how to improve. However, these checks do not always take place in some of the foundation subjects. As a result, the school does not always identify what pupils need to learn next in these subjects.

Some pupils are introduced to new learning before they are ready.

The school supports pupils who speak English as an additional language effectively. In the early years, skilled staff focus on engaging children in meaningful talk.

This helps children to extend and develop their language. In phonics, well-trained staff make precise checks on the sounds pupils know. This ensures that all pupils get the help they need to become fluent readers.

Pupils benefit from regular visits to the well-stocked library. They enjoy carefully chosen stories in the 'beautiful read' that takes place every day.

The school's behaviour routines, the 'Greet Drumbeat', help to create a calm and orderly environment.

Pupils display positive attitudes and focus on their learning in class. The learning mentor team is skilled and effective in providing support for pupils who occasionally struggle to manage their behaviour. The school's new systems to promote high attendance are starting to have an impact.

Pupils understand how important it is to come to school regularly. They say that 'if we come to school every single day, we will learn loads'.

The school is ambitious that pupils develop confidence and resilience so they can reach their full potential in the wider world.

Pupils experience many carefully designed opportunities that prepare them for life in modern Britain. The school promotes respect for, and understanding of, diversity well. Pupils learn about the importance of good physical and mental health.

They understand what constitutes a healthy relationship and how to communicate how they feel from an early age.

Established teachers and those new to the profession speak highly of the professional and personal support they receive from leaders. Staff feel part of a strong school team.

They enjoy working together to support each other and their community.Parents' and carers' views of the school are generally positive. There are a minority of parents who have concerns about some aspects of the school's work.

This includes how well the school communicates with them. The school has carried out action to address this. However, there is still some further work to do to engage parents so that they all feel fully involved.

Trustees share the school's ambition and commitment to provide a high-quality education for all pupils. The trust has good oversight of the school and provides effective challenge and support 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 school does not ensure that learning is consistently and effectively adapted to meet the needs of all pupils. This means, at times, some pupils have work that does not precisely meet their needs. The school should develop the teaching expertise of all staff, in a way that does not impact workload, so that adaptations to the curriculum enable all pupils to achieve well in all lessons.

• Assessment is not as well developed in some foundation subjects. As a result, the school does not always identify and address the gaps that pupils have in their learning. The school should develop their approach to assessment in the foundation subjects and early years so that gaps are identified and addressed across all subjects.

• The school does not provide parents with enough opportunities to share their opinions about what is and is not working well. Some parents do not feel fully informed about the work of the school. The school should continue its positive work with the whole community so that parents are more involved with their children's learning and understand the decisions made by the school.