Outwood Primary Academy Greystone

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love to learn at Outwood Primary Academy Greystone. Lessons captivate pupils' imagination.

Pupils are very rarely distracted. Children in the early years engage with the well-planned activities on offer for long periods of time. This is the result of a well-designed, engaging curriculum.

Leaders have high aspirations for all pupils, including those with special educational needs and/or disabilities (SEND). One parent echoed the views of many: 'I would wholeheartedly recommend this school to any parent who places a high value on their child's academic progress and personal development.'

Pupils follow routines well and live up to the high expectations t...hat staff have of them.

Pupils enjoy receiving 'super swirls' when they display one of the school rules of 'be safe, be respectful, be responsible'.

Pupils can take on a range of responsibilities. Pupils value their roles and feel that they make a difference.

Well-being ambassadors have created a well-being garden. This is a sanctuary for other pupils. One Year 2 school parliament member summed up that they are 'happy to help staff do what's best for the school'.

Pupils have a clear understanding of what bullying is. Incidents of bullying are rare. If it does happen, they are certain that an adult will help them to sort it out and make it stop.

Pupils are happy and feel safe.

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

School and trust leaders have a clear vision and ambition for the school. Their relentless focus on 'raising standards and transforming lives' has secured rapid improvement.

This transformation is a result of their swift action and hard work to improve the quality of education for all. Pupils with SEND successfully access the same curriculum as their peers. Teachers carefully adapt the curriculum.

They provide support based on the specific needs of the pupil.

Curriculum development has been a priority for leaders. Leaders have identified the important knowledge that they want pupils to know and remember.

Leaders ensure that new knowledge builds on what pupils already know. For example, in art, children in the early years learn the basics of the colour wheel. In key stage 1, pupils extend their knowledge of the colour wheel.

They learn about different artists from around the world, and the key features of their artwork. They successfully apply this knowledge and the techniques that they have learned to their own work.

Subject leaders regularly check how well the curriculum is being delivered.

Where the curriculum is not delivered as well, leaders provide effective support for staff. In a few wider subjects, the curriculum has only recently been implemented. The subject leaders are new to role.

They have not had the opportunity to check how the curriculum is being delivered. Consequently, some gaps in teachers' knowledge have not been spotted. This has led to variability in the delivery of some aspects of the curriculum in some year groups.

Teachers check what pupils have remembered in all subjects. They check the exact knowledge that they expect pupils to remember. This helps teachers to adapt the curriculum to address gaps in knowledge.

However, in some wider curriculum subjects, checks are not as precise. Gaps in pupils' knowledge are not always identified.

Pupils love to read.

Leaders have ensured that 'reading is irresistible'. Reading ambassadors share their favourite books during assemblies. Pupils are confident and fluent readers.

This is because the school's phonics programme is well embedded and delivered. Leaders ensure that all staff receive training and regular coaching. Staff identify pupils who struggle to read.

Support is swift and effective.

The transformation in early years is impressive. Children have an excellent start to their education.

The curriculum is ambitious. It provides children with the foundations they need for their next stage of education. Children learn through well-sequenced, interesting activities in the well-resourced indoor and outdoor classrooms.

Leaders have high expectations of pupils' behaviour. Pupils are familiar with the behaviour systems. There is a calm and purposeful environment.

However, a small number of older pupils do not always report their concerns to an adult. They sometimes feel that their concerns are not always dealt with or passed on to leaders.

Leaders have systems in place to ensure that all pupils regularly attend school.

Their mission is that every pupil develops as a well-rounded and responsible citizen. All pupils work towards the 'Outwood Primary Diploma'. Pupils complete activities such as how to be a good British and international citizen.

These activities are helping to prepare pupils for their adult lives ahead.

Staff feel that leaders genuinely care about their well-being and workload. They feel supported.

Staff appreciate the training and coaching they receive from school and trust leaders.

Safeguarding

The arrangements for safeguarding are effective.

Staff receive safeguarding training on a regular basis.

Leaders inform staff about new safeguarding information through weekly updates. As a result, staff know the local safeguarding risks. Leaders respond quickly to any safeguarding concerns that may arise.

This helps to ensure that pupils are safe and that families get the help that they need.

Pupils learn ways to keep themselves safe. Pupils access some safeguarding information in their 'pupil planners'.

This covers online safety, and how to report any concerns. They know that they should report anything they see online that upsets them or that is inappropriate.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally, some older pupils feel that adults do not act upon their concerns.

This means they do not always report any worries that they may have. Leaders need to ensure that all staff follow the systems for reporting any concerns to them. This will enable leaders to act upon these in an appropriate way.

• In some foundation subjects, such as art, the curriculum has recently been adapted and implemented. Some subject leaders are new to their role. They have not had the opportunity to monitor the implementation of their curriculum.

There is some variability in the way that the curriculum is being delivered. Leaders should ensure that the implementation of the curriculum is regularly monitored. This will enable them to support staff to develop their subject knowledge and pedagogy.

• Although leaders have developed a curriculum with a clear assessment system, assessment in some subjects is not precise enough. Checks do not help teachers to identify specific gaps in pupils' knowledge. Leaders should ensure that their assessment systems are closely matched to expected knowledge at each age and stage so that they can quickly put in support for pupils who have not remembered intended content.