Green Lane Primary Academy

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About Green Lane Primary Academy

Name Green Lane Primary Academy
Ofsted Inspections
Executive Principal Mrs Joanne Sercombe
Address Ribblesdale Avenue, Garforth, Leeds, LS25 2JX
Phone Number 01132127107
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 453
Local Authority Leeds
Highlights from Latest Inspection

What is it like to attend this school?

Green Lane Primary Academy achieves its stated ambition to 'provide the children with the highest standards of teaching, learning and pastoral care'. Leaders have very high expectations for all pupils, both academically and socially. Pupils flourish in this inspirational school.

They have excellent recall of their learning. The school prepares pupils very well for their next stage in education.

Pupils' behaviour is exemplary.

Pupils learn how to make positive choices and take responsibility for their actions. Pupils are kind and considerate to one another. They feel safe and happy in school.

Pupils know that adults listen to them and help them. Pupil...s also learn how to resolve any minor concerns themselves.

Leaders provide a wealth of enrichment activities.

There are many school clubs to promote pupils' talents and new interests. Pupils learn a range of skills, from knitting to climbing. Trust-wide opportunities include sports festivals, computing events and debates about current affairs.

The early years environment is a vibrant and dynamic place to be. Staff are excellent role models. They continually engage the children in their learning.

Children eagerly learn a nursery rhyme a week and take delight in acting these out.

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

The quality of the provision in early years at Green Lane Primary Academy is exceptional. This is the key strength of the school.

Staff create a hugely positive environment where children are immersed in learning. Staff know what they want the children to learn. They take every opportunity to help the children make connections in their learning, for example making sure that children talk about and learn phonics throughout the school day.

The learning activities interconnect language, number and physical skills. Children independently encourage each other to 'have a go' in the creative areas. A love of reading is clear from Nursery class, where children revel in sharing books together.

Children show great respect for school resources and one another. The early years provision sets up children to succeed in the future.

This is a school where reading is valued highly.

Leaders have implemented a rigorous early reading programme, including phonics. This results in pupils becoming accurate and fluent readers. If pupils fall behind in the reading programme, teachers intervene quickly to get them back on track.

Teachers read to pupils regularly. They model how to make reading aloud exciting for the listener. Pupils of all ages read a wide range of ambitious texts.

Pupils enjoy spending their free time in the inviting reading areas, snuggled on the sofas, reading a book. Older pupils are articulate in recommending books. They encourage each other to read more widely.

Leaders and teachers within the trust have designed a highly ambitious curriculum. They have thought deeply about what they want pupils to learn in each subject. This is set out clearly for teaching staff to understand.

Teachers have access to high-quality teaching resources. As a result, expectations are both explicit and exacting. School leaders have adapted the trust curriculum to make it specific to the local context.

For example, the history curriculum has a topic about the stately homes in the area. The curriculum builds in opportunities for pupils to recap on previous learning. This helps pupils remember their learning in the long term.

This has a strong impact on pupils' achievements, including in reading, writing and mathematics.

Leaders are quick to identify the needs of pupils with special educational needs and/or disabilities (SEND). Pupils with SEND access the same carefully designed curriculum.

Teachers and staff show expertise in adapting the delivery of the curriculum to meet individual needs. Leaders ensure that pupils with SEND have accurately targeted support. Pupils with SEND experience success working alongside their peers.

There is an aspirational programme to support pupils' personal development. This contributes greatly to pupils' character development and their world view. Pupils learn in depth about fundamental British values and different religions and beliefs.

They have an excellent understanding of protected characteristics, such as age discrimination. Pupils are specifically taught about economic well-being. Pupils relish opportunities to make decisions in the school via the academy parliament.

Leaders at all levels have a clear vision for the school. Leaders in school and at the trust work seamlessly together. The trust directors of learning work alongside pupils and teachers.

They know the school well and provide an impressive range of professional development for staff. Strong governance systems are in place to ensure that pupils achieve ambitious aims.


The arrangements for safeguarding are effective.

Also at this postcode
Garforth Kids Club at Green Lane

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