|Ofsted Inspection Rating||Good|
|Address||Greenway, Horsham, RH12 2JS|
|Number of Pupils||370 (54.3% boys 45.7% girls)|
|Number of Pupils per Teacher||17.2|
|Academy Sponsor||Castle Trust|
|Local Authority||West Sussex|
|Percentage Free School Meals||7.8%|
|Percentage English is Not First Language||11.1%|
|Pupils with SEN Support||36.8%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (27 June 2017)
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
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Greenway Academy is larger than the average school. There are three classes in Years 3 and 6 and four classes in Years 4 and 5. The school is part of the Castle Trust, an umbrella multi-academy trust of two schools. The proportion of pupils supported by the pupil premium is below the national average. The majority of pupils are White British. The proportion of pupils from minority ethnic backgrounds or whose first language is not or believed not to be English is lower than average. The proportion of pupils who have special educational needs and/or disabilities is just below the national average. The school was found to require improvement at its previous inspection in June 2015. An Ofsted monitoring visit in January 2016 confirmed that the school was making effective progress in addressing the recommendations of the inspection. In 2016, the school met the government’s floor standards, which are the minimum expectations of pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school meets the Department for Education’s definition of a coasting school based on key stage 2 academic performance results in 2014, 2015 and 2016.
Summary of key findings for parents and pupils
This is a good school The headteacher is highly ambitious for her staff and pupils. She is very ably supported by the heads of upper and lower school. Together they have transformed the school and established an inclusive and vibrant learning community. Governors share a strong ambition for all pupils to receive a good education. Governors know the school very well, are very committed and provide good support and challenge to school leaders. They ensure that safeguarding requirements are met. Leaders have raised expectations so that teaching has improved and is now good. Consequently, pupils’ outcomes are typically good across the school. Disadvantaged pupils and those who have special educational needs and/or disabilities make the same good progress as others. They are supported by carefully tailored interventions. Teachers have responded well to ‘in-house’ and outside support, including the local authority and literacy and numeracy consultants. Teachers have good subject knowledge and use this well in lessons to explain new ideas to pupils. Support staff are a valued part of the teaching team and many make a strong contribution to teaching and learning. They also provide effective support for vulnerable pupils. Pupils’ personal development is outstanding and a significant strength of the school. Pupils show high levels of respect, care and thoughtfulness throughout the school day. Pupils have positive attitudes to learning. This plays an important part in their good progress. They take great pride in their work and their school. Pupils are keen to learn because the school’s curriculum interests and enthuses them. They enjoy a wide range of experiences, including the many sporting opportunities taught by subject specialists. Although writing skills are good, pupils are not consistently expected to develop and apply their writing skills in other subjects or write extended pieces of writing. This slows the progress that pupils make. Pupils’ standards are rising quickly. However, some tasks and questions, particularly for the most able pupils, including the most able disadvantaged pupils, do not challenge them enough.