|Name||Greenfields Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||10 March 2020|
|Address||Hemsworth Way, Ellesmere Road, Shrewsbury, Shropshire, SY1 2AH|
|Religious Character||Does not apply|
|Number of Pupils||400 (53% boys 47% girls)|
|Number of Pupils per Teacher||24.3|
|Academy Sponsor||Severn Bridges Multi Academy Trust|
|Percentage Free School Meals||13.5%|
|Percentage English is Not First Language||5.8%|
|Pupils with SEN Support||9.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Greenfields Primary School continues to be a good school.
What is it like to attend this school?
Pupils are ‘prepared for life’, which is the trust’s core aim. Pupils enjoy school, are safe and contribute a lot to their school community. They are right to say that staff deal swiftly with the rare cases of bullying or unkind behaviour.
‘The Greenfields way’ teaches pupils to be ‘ready’ to learn, ‘respectful’ to all and to stay ‘safe’. Pupils understand these rules and enjoy achieving what leaders and staff call the ‘Darwin Values’. These values include school-wide aspirations and qualities that help pupils behave and learn well. Pupils aspire to reach the bronze, silver or gold Darwin awards by the time they graduate in Year 6.
Leaders and staff are ambitious and help pupils achieve well. There are some subjects and areas of learning where pupils could do better. Pupils achieve well in mathematics but could still be doing better. Pupils enjoy writing in subjects like history, but there is still potential for them to write more and in greater depth in all subjects.
Pupils achieve very well in sport and physical education (PE), and some reach high standards. This is reflected in the school receiving one of the highest national awards (platinum) for sport.
What does the school do well and what does it need to do better?
There is good leadership and governance at all levels. Leaders and staff provide a curriculum that helps pupils make good progress. Teachers make sure that pupils in some mixed-age classes do not repeat the same work when moving up a year. Teachers use their ‘knowledge organisers’ well to help pupils learn key skills and vocabulary specific to each subject.
The staff provide a stimulating range of activities that have a lasting effect on pupils’ learning. The outdoor woodland area is used very well. ‘Welly Wednesdays’ for early years children provide exciting opportunities for them to explore outdoors. Pupils in key stages1 and 2 use outdoor areas to make dens and collect materials in science and geography, as well as engage in a very good range of sports and PE activities.
In the early years and key stage 1, phonics skills are taught well. This lays good foundations for pupils’ development and interests in reading. Pupils with special educational needs and/or disabilities (SEND) are very well supported. Staff skilfully provide a range of work for pupils with SEND to help them improve their early reading and phonics skills.
Pupils experience a good range of books, authors and genres. World Book Day inspired them to read and write about their favourite characters. In history, pupils in key stage 1 wrote diaries when learning about Samuel Pepys’ account of the Great Fire of London. Pupils in Year 2 designed ‘wanted posters’ about Guy Fawkes who was ‘most wanted’ by the king. In Year 6, pupils wrote interesting facts about ancient Egypt and the archaeologist Howard Carter. Pupils in key stage 2 wrote about Shakespeare’s ‘villainous character’, Lady Macbeth. These examples, and more, show that pupils can write well independently. But some pupils are capable of writing more extensively, at length, and in greater depth.
In mathematics, pupils make good progress but could still do better. Teachers do not always assess or ask questions to identify gaps or misunderstandings from previous learning. Pupils have a good understanding of some number facts. But when asked to apply these to more complex problems some pupils struggle. In some lessons, teachers ask probing questions to make sure pupils fully understand the key concepts of division and common factors in fractions. There is scope for staff to develop this practice more commonly in all lessons.
Staff morale is high. This is reflected in their response to the online survey. The staff believe they are well supported, and their workload is manageable. Governors and the trust enable staff to see and share best practice in other schools. There are well-structured forums for governors, subject leaders and staff to share best practice. Most parents are, rightly, pleased with their children’s education.
Pupils treat each other and visitors with respect and courtesy. I spoke with many pupils, including those with additional responsibilities that help them respect important British values. These included the ‘home affairs’ members of parliament (MPs) and eco MPs, sports leaders, and buddies who help pupils at breaktimes. The pupils spoke excitedly about the school’s Darwin awards and values that underpin these. Pupils told me how they learn to become ‘adaptable’, calling this ‘changeability’; ‘stickability’ and ‘bouncebackability’. This, they say, helps them persevere and be resilient learners.
The arrangements for safeguarding are effective.
The staff ensure that pupils enjoy school and are kept safe. Pupils are taught to keep themselves safe when using computers. Pupils trust that the staff and pupil buddies will help them if they are worried or have concerns.The staff are well trained. They know how to report concerns about children’s safety and welfare. Staff vetting arrangements are robust. Leaders regularly check that all staff know who to report concerns to or which services to contact.
The staff in the early years and the ‘Treehouse’ before- and after-school clubs are well qualified in safeguarding, child protection and first aid.
What does the school need to do to improve?
(Information for the school and appropriate authority)
In recent years, national test results show that pupils at the end of key stage 2 made less progress in mathematics than in reading and writing. Teachers plan mathematics tasks that challenge and make pupils think hard, but do not always ask the right questions to identify gaps or misunderstandings. Teachers should also focus more on helping pupils learn in greater depth. Teachers should consider providing opportunities for higher-attaining pupils to solve more-complex mathematical problems. Leaders should ensure that they continue raising standards in mathematics by the end of key stage 2. . Pupils’ writing is usually well structured but there is potential for them to write more extensively. There is scope to build on the best practice that exists in some classes. Teachers should provide even more opportunities for pupils to write at length, and in greater depth, in all subjects of the school’s curriculum.Background
When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.
This is the first section 8 inspection since we judged the predecessor school, Greenfields Primary School, to be good on 18–19 September 2012.