Greenhill Academy

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About Greenhill Academy

Name Greenhill Academy
Ofsted Inspections
Principal Mrs Amy Coleman
Address Harmony Street, Glodwick, Oldham, OL4 1RR
Phone Number 01612600621
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 516
Local Authority Oldham
Highlights from Latest Inspection

What is it like to attend this school?

Greenhill Academy School is a place where everyone is valued. Pupils and adults are welcoming to all.

Together, they make the school a warm and friendly place to be. Pupils' well-being is at the heart of the school's work.

Leaders and teachers strive to ensure that pupils achieve well.

They are successful in making this happen. The school's motto is 'Believe, achieve and succeed'. This exemplifies the high expectations that leaders and teachers have of their pupils.

Pupils across the school are keen to learn new things. This is because teachers make learning exciting and relevant.

Pupils behave well around school.

They are polite an...d well mannered. Adults resolve upsets quickly. Pupils learn how to spot bullying.

They told us that it is rare. Pupils know that adults will always help them with any problems.

There are lots of extra activities to engage pupils.

For example, teachers bring learning to life through a wide range of trips and visits. They also arrange for external visitors to talk to pupils. Pupils are keen to attend clubs such as ukulele and football.

There is a significant number of pupils with complex special educational needs and/or disabilities (SEND) in school. The school provides very well for these pupils, and they achieve extremely well.

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

Leaders are confident about the quality of the curriculum that they have chosen to offer pupils.

They are knowledgeable about what should be taught. Leaders have thought carefully about the order in which to teach new topics and concepts.

The curriculum is planned and taught to great effect in many subjects, including English, mathematics, science, history and geography.

The curriculum plans in these subjects are well established. They enable pupils to achieve well.

More recently, leaders have ensured that the curriculum continues to develop apace in other subjects such as modern foreign languages.

Leaders' plans set out the knowledge and skills that they want pupils to learn. It is clear how pupils should progress through each subject. These newer plans are well on the way to being embedded by teachers.

Teachers are knowledgeable about the subjects that they teach. They help pupils to see connections in their learning and to build their understanding. In mathematics, for example, new work builds logically on earlier work.

Teachers also allow time for pupils to practise what they already know. Pupils achieve well in mathematics by the time they reach the end of key stage 2.

In early years, adults take every opportunity to reinforce learning in mathematics.

For example, adults ensure that children count, as they sit on the carpet. They also help children to look for number patterns in children's play.

The writing curriculum in school is a strength.

Teachers use stories and texts to bring writing and topics to life. Pupils become confident writers. They write in increasingly demanding ways.

For example, we saw Year 4 pupils engaged in writing persuasive letters about the destruction of the rainforests.

Books and reading are important in school. Leaders offer ideas and workshops for parents to encourage reading at home.

Pupils throughout school enjoy regularly hearing an adult share a story with them. Key stage 2 pupils said that they enjoy reading. There is a good supply of books in the school.

However, some pupils do not get as many opportunities as they could to read to an adult.

Children learn letters and sounds as soon as they start in the early years. The early years staff prioritise developing a love of reading in their children.

For those children who start school as two-year olds, this experience is magical. The reading curriculum across the early years is very well planned.

Staff have specialist knowledge of the teaching of early reading.

Most pupils reach the expected standard in the Year 1 phonics screening check. Once children are able to read, the curriculum focuses on a structured approach to help them gain a deeper understanding of the books that they are reading. However, sometimes pupils do not have enough opportunities to think for themselves about what they are reading.

They do not always know how to apply their comprehension skills to other texts.

Leaders and staff are committed to all pupils achieving their very best. They are quick to notice and help if a pupil is struggling.

For most pupils, English is not their first language. By the time they leave Year 6, most pupils achieve well, particularly in writing and mathematics.

The significant group of pupils with complex SEND also benefit from a strong, well-thought-out curriculum that successfully meets their individual needs.

Leaders ensure that these pupils have the same opportunities as all other pupils. Pupils with SEND achieve well.

Pupils behave well in school.

Attendance is high. Leaders have good systems in place to make sure that as few pupils as possible miss out on learning.'

The Harmony Pledge' is an integral part of pupils' learning and personal development.

It is a strength. It focuses on developing pupils' character, resilience and emotional well-being. Pupils are proud to talk about how they can identify and express their emotions.

They also enjoy having important responsibilities in school such as those of sports leaders, friendship monitors and being members of the 'eco' team.

Trustees play a strong and supportive role in the development of the school. Staff are very proud to work at the school and feel well supported.


The arrangements for safeguarding are effective.

There is a strong caring and nurturing ethos in the school. The protection of pupils is extremely important to all staff.

Leaders make sure that all policies and procedures are in place and that everyone knows them in detail.

Leaders are confident to act if they are concerned about a pupil. They work well with professionals outside of school to keep pupils safe.

Leaders are strong advocates for families and pupils.

The pastoral care in the school is a significant strength. Staff ensure that pupils and their families are well looked after and supported.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Overall, leaders have an effective approach to teaching pupils how to read. However, some pupils do not read to an adult as often as they should. This means that a minority of pupils are not as confident and quick to learn to read as they should be.

Leaders should explore further opportunities for pupils to read with adults. . There is systematic approach to the teaching of reading comprehension.

However, leaders' approach lacks flexibility, resulting in some pupils not having enough opportunities to think for themselves. Added to this, some pupils do not apply what they know about reading comprehension to different stories and texts. Leaders need to explore ways to support pupils to develop independence in their reading comprehension skills.

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