|Name||Greenfield Primary School|
|Ofsted Inspection Rating||Good|
|Address||Cherry Tree Street, Hoyland, Barnsley, S74 9RG|
|Religious Character||Does Not Apply|
|Number of Pupils||305 (49.2% boys 50.8% girls)|
|Number of Pupils per Teacher||19.9|
|Percentage Free School Meals||26.4%|
|Percentage English is Not First Language||1.3%|
|Pupils with SEN Support||6.9%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (02 October 2012)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
¦ Greenfield is an average-sized primary school. ¦ The proportion of pupils who are known to be eligible for the pupil premium is above average. ¦ The proportion of pupils supported by school action is well above average. ¦ The proportion of pupils supported at school action plus or with a statement of special educational needs is well above average. ¦ The large majority of pupils are from White British families. ¦ The school meets the current floor standards, which set the government’s minimum expectations for attainment and progress. ¦ Over a third of the teachers have joined the school since the time of the last inspection, including members of the senior leadership team.
Summary of key findings for parents and pupils
This is a good school. Pupils of all abilities achieve well. They make good progress in reading, writing and mathematics throughout the school. All groups of pupils, including disabled pupils and those with special educational needs, are well prepared for the next stage of their education. They take pride in their work and reach at least average standards by the end of Year 6. Children make a good start to their learning in the Early Years Foundation Stage. This results from a strong focus on their speaking, listening and reading skills through engaging activities. The quality of teaching is good. The work set is accurately matched to pupils’ ability and teachers ask thoughtful questions to ensure pupils’ good understanding. Pupils behave well and feel safe. They make a good contribution to an orderly and friendly school through, for example, their role on the school council. Visits to places of interest and good links between different subjects make learning exciting and memorable. The headteacher provides a clear vision and drive for school improvement. He is supported by an increasingly effective leadership team and a well-informed governing body. Pupils’ achievement is good as a result of sustained improvements to the quality of teaching and learning since the last inspection. It is not yet an outstanding school because : Opportunities are sometimes missed to improve pupils’ thinking and problem-solving skills. Teachers do not always make full use of marking and feedback to involve pupils in improving their own work. The good procedures for school improvement are not fully embedded, particularly where leaders are new to their roles.