Greyfriars Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school.

They can see how the school culture has changed for the better. Pupils feel part of a team. They enjoy their lessons.

Pupils know that when they listen and work hard, success follows. However, pupils' progress is sometimes affected by the fact that staff are still getting to grips with the new curriculum and teaching approaches.

Pupils feel and are safe.

If pupils have a worry, there is always an adult available to listen. Classrooms and corridors are calm. Pupils are polite and respectful.

Staff regularly teach and remind pupils how to be good friends. Pupils follow important routines, such as 'fantastic wa...lking'. The school's rules and expectations give everyone the chance to focus, learn and feel safe.

There is a range of opportunities for pupils to contribute to school life, such as, becoming a sports leader, library monitor or taking care of school pets. Pupils enjoy suggesting new ideas to the school council to make the school even better. The school organises a variety of memorable trips and visits that enhance pupils' learning.

These provide additional support so that all pupils can take part.

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

Since the previous inspection, the school has steadily improved the curriculum. In all subjects, the curriculum now sets out important knowledge and skills in a logical order.

There is a strong focus on language development. In some subjects and lessons, pupils do not learn as much as they could. This is because staff are still getting to grips with how to teach the curriculum and how to check what pupils have learned.

Leaders have plans to strengthen teaching approaches. Over time, this should reduce the need for pupils to require extra help.

The school has prioritised early reading.

All the adults involved have had ample training to teach reading well. Reading lessons start as soon as children join the school. Leaders regularly visit lessons to provide additional coaching for staff.

Teachers check pupils' phonics knowledge often. There are plenty of opportunities for pupils to catch up if they need to. Reading lessons for older pupils introduce them to different kinds of literature.

Consequently, many pupils are becoming confident and fluent readers.

The school identifies pupils who need additional support quickly, including pupils with special educational needs and/or disabilities (SEND). Pupils' targets match their individual needs.

The school works closely with teachers, parents and external professionals to support pupils with SEND effectively. This includes checking accessibility arrangements so that pupils with SEND can attend clubs.

Every day, children in the early years sing songs, listen to stories, and learn new vocabulary and knowledge.

Children learn new routines and how to be polite.Carefully designed activities give children opportunities to show the adults how much they know. Children develop an enthusiasm for new learning, especially if there are books involved.

Behaviour was and is a priority for the school. Rules and routines make it easy for pupils to know what to do and how to behave. All staff use the same language when communicating their expectations to pupils.

The school's consistent focus on behaviour has improved pupils' attitudes towards education. Pupils want to come to school and learn. Pupils' attendance is also a high priority.

The school works effectively with parents to identify and overcome pupils' barriers to attending more regularly.

Personal, social, health and economic education is a strength. It gives pupils the tools to talk confidently about relationships, tolerance and mental health.

The school provides unique opportunities for pupils to be heard. For example, the school's crafting club provides a safe and calm space for pupils to talk about what is worrying them. The 'Greyfriars Academy Pledges' outline opportunities for pupils to succeed and take part in a wider cultural offer, such as learning Latin and a musical instrument.

School leaders bring energy, clarity and expertise to the school improvement journey. They have the time and resources to do their jobs well. Parents appreciate leaders' approachability and regular communication.

Staff feel supported. Trust leaders provide additional guidance and appropriate challenge.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff are still getting to grips with the new curriculum, teaching and assessment approaches. This means that, in some subjects and lessons, pupils do not always build enough knowledge and understanding. The school should continue to provide guidance, training and support so that staff can continue to improve lesson rigour and ensure the curriculum is implemented as leaders intend.