Greysbrooke Primary School

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About Greysbrooke Primary School

Name Greysbrooke Primary School
Ofsted Inspections
Headteacher Mrs Eleanor Ballinger
Address Barnes Road, Shenstone, Lichfield, WS14 0LT
Phone Number 01543480321
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 203
Local Authority Staffordshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils thoroughly enjoy attending Greysbrooke Primary School.

Warm greetings in the morning between staff, parents and pupils start each day off well. This is a place where staff work together to 'nurture, inspire and grow' all pupils to 'be the best version of themselves'.

The school has high expectations for all, and pupils enjoy living up to these.

From listening carefully and working hard in lessons, to helping other pupils in the dining hall at lunchtime, pupils always try their best. Pupils feel safe in school and know that trusted adults will help them to deal with any worries.

There is a range of opportunities on offer, and the school ensures... that everyone can take part.

Pupils can vote for school councillors and reading ambassadors. They enjoy a variety of clubs, and all pupils can learn how to play a musical instrument. Older pupils are excitedly looking forward to their upcoming trip to France.

Parents speak very highly of the school. One comment, echoing the views of many, was that 'each member of staff is truly invested in their role at the school and the impact they make'.

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

Leaders at Greysbrooke Primary School are inspirational.

They are determined for all pupils to succeed. The multi-academy trust and all staff share this vision.

Pupils are at the heart of the ambitious, inclusive curriculum.

What pupils need to learn, and when, is clearly set out and skilful staff ensure that the curriculum is delivered consistently well. Careful adaptations are made, if needed, for pupils with special educational needs and/or disabilities (SEND). This means that all pupils achieve well and learn together.

The curriculum is meticulously organised so that pupils remember what they have learned and can build on previous learning. This helps them to develop a deep understanding in each subject area. For example, in history, skilful questioning by teachers enables pupils in Year 6 to demonstrate impressive reasoning about the First World War.

In music, pupils in Reception listen intently so that they can replicate a complex rhythm using 'body percussion'. Pupils in Year 1 confidently talk about the instruments they can hear in a piece of music and the mood the instruments convey. In design technology, pupils practise and build on skills over time.

This results in high-quality stitching when working with fabric to make Armistice Day poppies, for example. In mathematics, teachers' strong subject knowledge, skilful questioning and effective use of technology ensure that pupils consolidate and deepen their mathematical understanding.

The school places a high priority on pupils learning to read.

This begins as soon as children join in Reception. Explicit teaching of ambitious vocabulary complements pupils' learning in phonics. As in other areas of the curriculum, careful assessment of pupils' reading is used to check that pupils are on track.

Extra support is quickly put in place for pupils who need it. All staff are well trained to deliver the phonics programme with confidence. As a result, all pupils are successful in learning to read.

The school has recently, and very successfully, introduced electronic tablets for all pupils. Careful thought has been given to how these devices can be used to enhance learning. The devices are also used to provide seamless adaptations or support for pupils who need it.

Through ensuring that pupils use a combination of technology and paper, the school is aiming to teach pupils the skills that will help them continue to succeed in the future.

Clear expectations help pupils to behave very well. This starts in Reception.

Here, children join in lessons with enthusiasm and stop to listen carefully to their teacher as soon as they are asked. They show respect for their friends as they listen to, and value, everybody's contributions. Pupils learn to celebrate difference.

They show empathy and say that although 'everyone is unique, they are all the same'.

Older pupils in school enjoy taking on responsibilities, for example by running a key stage 2 reading café. Clubs, from choir to gardening and netball, give opportunities to develop talents and interests.

Residential trips help pupils to develop independence and resilience. However, the school has not yet made sure that pupils have enough of an impact on life in their school and the wider community.

The support of the multi-academy trust has been instrumental in driving forward improvements in the school.

Advocates and trustees know the school well and use their expertise to support and challenge leaders very effectively. Staff value the impactful, ongoing training they receive and that their well-being is prioritised.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils' roles in school and opportunities to make an impact on their own school and the wider community are not as strong as they could be. As a result, pupils are not aware that they are making a difference or having their voices heard. The school should ensure that roles and opportunities for pupils allow them to understand how to be responsible, active citizens who contribute positively to the life of the school and broader society.

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