Greenfields Primary School

Primary

School Guide Rating

Logo rating
Not Rated

472 Coventry Road
Birmingham
B10 9SN
01217724567
Bust
Pupils
155
Cake
Ages
5 - 11
Gender
Gender
Mixed
Building
Type
Other independent school
Mr ofsted
4 1 1 2 3 4
NATIONAL AVG. 2.04
Ofsted report
(9/1/18)
View Report - All Reports
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School Description

’ section below. Over time, staff have not promptly identified pupils who have SEN and/or disabilities. As a result, staff have not provided appropriate support and intervention quickly enough, causing a minority of pupils to fall behind. The recently employed SENCo has started to identify pupils in need of additional support and intervention. This work is in its infancy and is yet to show a positive effect across all year groups. Since the last inspection, leaders have made ambitious changes to the school curriculum, in consultation with other schools. The new curriculum is knowledge-based and provides rich opportunities for pupils to learn new skills and engage in new experiences. However, leaders have not yet implemented the curriculum across the whole school effectively. The board of directors has strengthened the leadership team since the last inspection. Inspection report: Greenfields Primary School, 9–11 January 2018 Page 3 of 13 They have recently appointed senior leaders and heads of department for English, mathematics and science. Leaders are clear about their roles and responsibilities. They have started to monitor the quality of teaching, learning and assessment. However, feedback to teachers lacks precision and does not always improve practice. Staff successfully develop pupils’ literacy skills well through a well-delivered English curriculum. For example, pupils are encouraged to read widely and often and to write for different purposes and audiences. However, teachers develop pupils’ numeracy skills less well, particularly in Years 5 and 6. All pupils in all year groups study a wide range of suitable subjects and have opportunities to participate in a variety of educational trips and visits. For example, pupils have visited different places of worship, including a church and a synagogue. Pupils told inspectors that they enjoy the opportunities to go on residential visits. Pupils show that they understand that people may be different to them and that they should tolerate the views, values and beliefs of others. A rich religious education curriculum is in place across the whole school that enables pupils to learn about and celebrate other cultures and religions. Through personal, social, health and economic (PSHE) education, pupils learn about sharing and caring, supporting charities and understanding health, including mental health issues such as stress and depression. Pupils have chances to participate actively in democracy through the pupil council. Pupils told inspectors that staff listen to and act upon their views, ideas and suggestions. For example, pupils said that they asked for a library and the school has provided this. Leaders and staff have improved the delivery of phonics since the previous inspection. Staff accurately assess pupils and use this information to match sessions to pupils’ ability across Years 1 to 4. The school’s information shows that this approach is successful, and the vast majority of pupils in these year groups are making good progress. Pupils in key stage 1 are well prepared with the appropriate skills and knowledge to start key stage 2. Reading has been a key development within the school. Leaders recognised that the previous reading scheme was not helping pupils to make good progress and develop key skills. Leaders have introduced English literature lessons across the school. These sessions focus on classic texts and help pupils to develop their reading and comprehension skills. The vast majority of pupils are able to read fluently and accurately. As a result, pupils have developed a love of reading and are enjoying a wider appreciation of texts. Leaders and staff have high expectations for pupils’ behaviour. The school bases its classroom rules on showing respect to peers and adults and listening to others. The rules are well established, pupils understand them and all staff consistently apply them. Governance Since the last inspection, a board of directors has been appointed to support and challenge the school. The directors have an accurate understanding of the school’s strengths and areas for improvement. The board of directors meets regularly with the headteacher and senior leaders. Inspection report: Greenfields Primary School, 9–11 January 2018 Page 4 of 13 Directors challenge and support school leaders appropriately. Meetings focus on school improvement. Directors are supportive of the school’s developments and have been involved fully with the changes to the curriculum. The director with responsibility for safeguarding has completed appropriate training, including in safer recruitment. The school ensures that this director is involved in the recruitment and interview processes for all new appointments. Safeguarding The arrangements for safeguarding are effective. The school has a safeguarding policy which reflects current legislation. This policy is published on the school’s website. Parents and carers who do not have internet access can request a paper copy of the policy from the school. All staff fully implement the policy consistently. There is a strong culture of safeguarding. Staff understand their safeguarding roles and responsibilities. As a result, staff are highly vigilant and aware of what to do to keep children safe. Pupils feel safe and they are safe. Parents have no concerns about the safety of children. The school has three appropriately trained designated safeguarding leads. They also attend regular local authority update training sessions. All staff are trained in recognising and reporting indicators of abuse, neglect or the risks associated with radicalisation. Staff have completed training in other areas of safeguarding, including female genital mutilation and child sexual exploitation. The curriculum provides pupils with many opportunities to learn how to keep themselves safe, including learning about stranger danger, healthy relationships, different types of bullying and leading a healthy lifestyle. Pupils in all year groups know how to keep themselves safe online. They say that people may not be who they say they are and know not to give out any personal information. The school has links with the police and the fire and rescue service, who attend the school regularly to work with the children. Arrangements for safeguarding pupils during breaktimes and lunchtimes are effective. Leaders deploy staff appropriately to ensure that they fully supervise pupils. The procedures for home time are detailed and thorough. Leaders have, in consultation with parents, changed the times of the school day so as not to coincide with the local secondary school. This has reduced the number of cars accessing the location and enabled them to open up the playground for parent parking. The school shares the site with the local mosque, which the pupils access on a daily basis. Leaders have fully considered the shared use of the facility and have taken steps to ensure that pupils are safe when they are using the mosque. Quality of teaching, learning and assessment Requires improvement The quality of teaching, learning and assessment requires improvement. A minority of teachers do not use what they know about pupils’ learning and progress to plan lessons that meet pupils’ needs, aptitudes and abilities. As a result, a minority of Inspection report: Greenfields Primary School, 9–11 January 2018 Page 5 of 13 lower-ability pupils, those who have SEN and/or disabilities and the most-able pupils are not consistently receiving the right amount of additional support or challenge. The mathematics curriculum has been revised and improved in Years 1 to 4. Additionally, teachers use the information on pupils’ prior attainment to match the work to pupils’ needs. Pupils also benefit from effective additional adult support. These factors allow these pupils to make good progress from their starting points. Teachers of pupils in Years 5 and 6 use a commercial curriculum scheme that is different to that used in Years 1 to 4. Staff do not adapt this curriculum to meet the different needs of pupils. Consequently, work is often too easy or too hard. In some cases, pupils say that they have done the work before. This had a negative effect on the progress pupils made at the end of the last academic year, particularly in mathematics. Teachers do not consistently check pupils’ learning during lessons. As a result, a minority of pupils do not move on as quickly as they could, and those who fall behind do not always receive the additional support they need. In Years 3 and 4, pupils make better progress than older pupils do in mathematics because of higher expectations and appropriately challenging tasks. These pupils demonstrate effective problem-solving skills and their responses to questions evidence gains in their learning. In contrast, those in Years 5 and 6 have more limited opportunities to solve problems and to develop their reasoning skills. Teachers generally have secure subject knowledge, and some teachers use highly effective questioning to extend pupils’ thinking and deepen their learning. This is particularly strong in English and English literature, where pupils acquire knowledge appropriate to their age. Pupils develop speaking and listening skills in both English and Arabic lessons and develop new vocabulary. Teachers develop pupils’ communication skills throughout the curriculum through ‘oratory’ sessions in which older pupils engage in philosophical questions and debates on moral and ethical themes. Staff develop pupils’ creative and aesthetic appreciation skills through English literature sessions and art lessons. Pupils demonstrate an appreciation of authors including Robert Louis Stevenson and Oscar Wilde. In art, pupils have explored Islamic and Greek art and have studied the work of Vincent van Gogh. Learning environments are stimulating. Classroom displays are lively and vibrant and feature a range of pupils’ work across all year groups. Key words and vocabulary are well promoted. Personal development, behaviour and welfare Good Personal development and welfare The school’s work to promote pupils’ personal development and welfare is good, save for the unlawful practice of sex segregation as explained below. Although boys and girls in Years 5 and 6 are taught in separate classes for academic lessons, they have many opportunities to mix socially, including at breaktimes, at lunchtime and during assemblies. However, as set out in relationship to leadership and management above, Ofsted’s view is that the policy of sex segregation results in Inspection report: Greenfields Primary School, 9–11 January 2018 Page 6 of 13 detriment to both girls and boys and is therefore direct discrimination under section 13 of the Equality Act 2010. Ofsted is also of the view that the segregation practised does not meet the test for positive action. As such, the justification for the school’s policy of segregation is not supported by the facts and does not meet the requirements of positive action in section 158 of the Equality Act 2010. At this moment in time, Ofsted has not taken the segregation of pupils into account in reaching any judgements. The reasons for this are outlined in the ‘Information about this school’ section below. Boys and girls also mix during school trips and visits, including an annual residential visit to an outdoor activity camp. The school also offers an optional mixed ‘wake up – shake up’ session every morning, which pupils from all year groups attend well. Boys and girls in Years 5 and 6 work together in, for example, the pupil council meetings, where boys and girls are accepting of one another’s views and ideas. The school takes the views of the school council seriously and responds to actions from meetings. Pupils respect the role of the school councillors, saying that the school council sorts out problems and helps people to make friends and be kind to one another if they have ‘fallen out’. Leaders have recently introduced a school library because of pupils’ requests. All pupils use this facility on a weekly basis. In addition to this, all pupils visit the local library once a month. Boys and girls demonstrate acceptance of others’ views and beliefs, including those of different races, faiths, genders, cultures, abilities, sexuality or gender assignment. Pupils value friendships and understand the importance of respecting those with differences. Staff promote key themes, such as being truthful and trustworthy, being good to friends and respecting the views, property and belongings of other people, through assemblies. Pupils demonstrate these values both in and out of lesson times. Pupils understand the school’s classroom rules, which include respect for adults and peers and the importance of listening to others. Shared responsibilities include giving out books and pencils, collecting work and putting things away. Pupils take these tasks seriously. They like to make sure that their classrooms are tidy and ready for their next lessons. Boys and girls arrive on time at the start of the school day using the same entrance, and staff greet them warmly. Some pupils read before lessons in mixed groups before moving on to registration. This well-established routine has a positive effect on pupils’ attendance and punctuality, which are good. Staff manage pupils’ playtimes well. The play areas are well supervised. There are few incidents of bullying and pupils say that staff deal with these quickly and effectively. Pupils know about different types of bullying, including verbal, physical and cyber bullying. Pupils are confident that, if they have any concerns, staff will resolve them quickly. Behaviour The behaviour of pupils is good. Pupils are aware of classroom rules and expectations and make positive choices about how to behave. Staff say there is a consistent approach to Inspection report: Greenfields Primary School, 9–11 January 2018 Page 7 of 13 managing behaviour and that leaders support them well. As a result, pupils’ behaviour is good. All of the parents who spoke with inspectors agreed that behaviour in the school is good. Pupils enjoy school and value their education. Attendance across all year groups is in line with the national average. In rare cases where attendance for individuals has become a cause for concern, leaders have been quick to work with parents. This work has been effective and has had a positive impact on attendance. Pupils arrive on time, settle quickly into lessons and remain on task. Low-level disruption is extremely rare, as is the use of derogatory language. Staff swiftly challenge off-task behaviour. Pupils’ attitudes are consistently positive. They are keen to learn and do well. Relationships between pupils and their peers and adults are positive. There are many opportunities for pupils to work together and join in with discussions. Pupils respect the views of others and the requests of adults. Outcomes for pupils Requires improvement Outcomes for pupils require improvement. Leaders have not ensured that pupils in all year groups are able to make consistently strong progress in all subjects. In key stage 1, where staff deliver the new curriculum well, the vast majority of pupils make good progress from their starting points. In key stage 2, where staff do not deliver the curriculum consistently well, a minority of pupils are not making the progress expected of them, particularly in mathematics. The school’s work on identifying and supporting lower-ability pupils or those who have SEN and/or disabilities is not yet fully implemented. Consequently, a minority of pupils in these groups do not make strong progress. The school’s information shows that the majority of pupils in Years 5 and 6 did not make good progress during the previous school year. The school’s information about pupils currently in the school shows that a large proportion of pupils in Years 5 and 6 are not making strong progress. This is due to weaknesses in teaching and the curriculum. The work in pupils’ books over time shows that the needs of a minority of lower-ability pupils are not being supported and the work for the minority of the most able pupils lacks challenge. Pupils in all year groups read with confidence. They are able to discuss texts and make informed predictions based on a sound understanding of the material. Pupils say they enjoy reading and visiting the library. The school’s information on reading ages shows that all pupils have made progress since the start of the academic year.

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