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Staff, parents and carers describe this school as an 'oasis of calm'. Many pupils eat together at breakfast club, excited for the day ahead. Pupils have well-developed independent learning skills.
They are keen do well in their lessons. Pupils are comfortable in using different resources, such as laptops and books, to help them learn. These skills allow them to make the most of the carefully planned lessons.
Behaviour is exemplary. At break and lunchtime, pupils enjoy each other's company. They play well together, with mutual respect.
This means that they can focus freely and enjoy the games they play and their free time. At the end of lunchtime, all pupils c...ollect together in mixed-year 'circles'. Here, they reflect on their weekly themes or discuss an important topic.
Pupils look forward to this shared experience. It helps ready them for their afternoon learning and strengthens their sense of community.
Leaders prize positive relationships.
They see these as the foundation to their school. Pupils understand this too. They say that one of the best things about their school is how caring and kind staff are.
Pupils describe bullying as very unusual. They are confident that staff would deal with any incident quickly and effectively.
What does the school do well and what does it need to do better?
Leaders have a very strong vision for education at this school.
They are ambitious for every pupil. Staff teach pupils to be curious about the wide world beyond where they live. Pupils are used to linking knowledge from different topics.
They discuss and evaluate ideas and clearly enjoy their learning. As a result, the school is a joyful, vibrant place.
Leaders use their research-based knowledge of curriculum development as they implement their vision.
In many subjects, including English and mathematics, what pupils will learn is precisely identified. Teachers have the expertise they need to check what pupils know and to fill any gaps. This means that pupils build a depth of knowledge from Year 3 to Year 6.
Pupils with special educational needs and/or disabilities are well supported to learn the intended curriculum. Teachers ensure that adaptations are made when individuals need extra help. However, leaders acknowledge that there is further work to ensure that their vision is fully implemented to ensure that pupils achieve well in every subject.
Reading is prioritised. The different themes in the year-group libraries help pupils to immerse themselves in the high-quality books they read. Opportunities to read in class are frequent.
Leaders check pupils' reading progress regularly. Phonics teaching is in place to help pupils who find reading more difficult. Staff have had the required training they need to teach pupils how to read.
However, there is variation in how staff use these techniques to help all pupils become confident and fluent readers.
Leader's thread teaching about relationships and behaviour throughout the curriculum. This constant focus underpins the very high expectations that staff have for pupils' conduct.
Pupils understand why they should treat each other well. Pupils know that they are each entitled to their own opinion, and they address each other in a mature manner. Pupils who live up to the school's values earn a 'school trustee' badge.
Pupils value this award highly. It helps them to recognise their part in creating a positive community. Pupils are proud of their school and naturally offer visitors a welcoming hand to shake.
Leaders have carefully adapted the building to help it feel welcoming and inspiring. Lighting and music create calm and engaging spaces. Pupils highlight the range of places to learn as an important feature of the school.
They eagerly describe 'the immersive room', where they learn about far-flung locations. Trips and clubs further support pupils to experience a wide range of activities and experiences.
Leaders work to continually improve their school.
They seek new ideas and research and decide if it is right for their pupils' learning. Staff are very positive about this work and how it supports school improvements.
The arrangements for safeguarding are effective.
Leaders have developed robust systems, including a leadership structure, to put safeguarding at the heart of the school. This means that the school is both reactive and proactive in taking action to keep pupils safe. Leaders use their understanding of their local context in considering the risks pupils may face.
Staff training is regular, and staff understand their safeguarding responsibility. They make sure that pupils understand how to keep themselves safe and what to do if they have concerns. Pupils say that they feel safe at school, and this means that they can enjoy themselves and learn.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Leaders' vision for the curriculum, in every subject, is not fully implemented. This means pupils do not yet achieve as well as they could across the full curriculum. Leaders should provide the further support staff require to embed the curriculum securely and consistently in every subject.
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