Greenfields Primary School and Nursery

Inspection of Greenfields Primary School and Nursery Highfield Road, Kettering, Northamptonshire NN15 6HY

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Good 28–29 January 2020

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What is it like to attend this school?

Everybody at this school believes that all pupils can achieve well. Staff, pupils, parents and carers work together to make sure that they do. Children get off to a swift start to their learning in the early years. They are exceptionally well prepared for their next steps.

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What is it like to attend this school?

Pupils are very proud of their school. They explain that ‘there are so many opportunities here!’ Pupils understand that what they learn will help them to aim for different jobs. All staff are committed to broadening pupils’ horizons and pupils absorb this sense of ambition.

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What is it like to attend this school?

Staff know exactly what pupils have understood and when they need to practise something more. They make sure that all pupils, including those with special educational needs and/or disabilities (SEND), can learn alongside their peers. Pupils are highly committed to what they are learning. They want to challenge themselves. They are courteous and curious. A strong pastoral team provides highly effective support for pupils and families. Pupils report that bullying is rare. They say that the school welcomes everyone.

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What is it like to attend this school?

Pupils feel very safe in school. Parents agree. Parents feel lucky that their children are so well supported and feel that the school offers a very high quality of education.

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better?

Leaders and staff have established a vision which is both highly inclusive and highly ambitious. Staff know exactly what pupils need to be able to know and do to achieve. They focus their efforts with precision to make a difference.

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better?

Many children start at the school with low levels of knowledge and skills in language and communication. Therefore, leaders prioritise speech and language support. There is a sharp focus on the teaching of phonics. Children are completely absorbed by this. They develop a love of reading together and thoroughly enjoy retelling stories, including their own. Children compare stories with what they have read before.

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better?

Leaders make sure that all staff are well supported so that they become experts in the teaching of reading. Staff are committed to this. Pupils make rapid gains and become fluent readers. They tackle increasingly complex texts with success. They know that as they read more widely they will encounter new words. Pupils can clearly explain how their prior learning helps them to work out what the author means.

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better?

The curriculum is planned with precision so that pupils build on what they know. Every Friday, parents are invited to come into school for ‘Flipping Greenfields’. Teachers explain to pupils what they will be learning during the following week. 28–29 January 2020

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They remind them of what they have learned before. Teachers provide parents with resources to help pupils practise their skills. Leaders make sure that all pupils, including those who are disadvantaged, have the chance to review previous work. This helps pupils to retain what they have learned as a basis for acquiring new knowledge.

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Staff spot misconceptions quickly. Teachers and teaching assistants work closely together so that pupils practise, become fluent and keep up. Staff swiftly identify pupils who have SEND. Leaders check that the support pupils get is making a difference.

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Pupils become confident and articulate individuals. They know, and can explain, how what they have learned before helps them. For example, pupils use their knowledge of the First World War and the Treaty of Versailles to evaluate possible causes of the Second World War. The curriculum is broad and rich in detail. Leaders of all subjects have high expectations of what pupils will be able to do by the time they leave the school. This motivates pupils to ‘aim beyond the stars’.

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There is a well-planned programme of enrichment activities in all subject areas. ‘Apprentice weeks’ introduce pupils to different careers. Pupils organise their ideas through debating with others. Sports captains are proud to lead their house teams in inter-house competitions. Leaders encourage pupils to discover new talents, and make sure that disadvantaged pupils are fully able to take part. Staff are committed to all pupils attending residential experiences, from Year 2 camping to upper key stage 2 outdoor and adventurous experiences.

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Pupils are keen to improve the world around them. They organise games on the playground to keep active. They identify how they could make their community better. For example, pupils organised exercise classes for parents. Pupils have led a road safety improvement scheme. This has resulted in road markings being improved. Pupils feel that they are now safer when walking to school.

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Leaders make sure that everyone understands the importance of pupils being in school every day. They help all pupils to be ready to learn and be well prepared for the future.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff understand the challenges that pupils may face within the local area. They make sure that pupils understand how to stay safe when they are out and about. Pupils learn how to stay safe online. Leaders act on any concerns promptly. They are tenacious in making sure that external agencies act. Leaders repeatedly challenge decisions if they remain concerned about a child’s safety. 28–29 January 2020

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Pupils know that staff will listen to them. The ‘blue butterfly’ badges encourage them to share any worries. Pupils say that any poor or unkind behaviour is dealt with straight away.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 28–29 January 2020

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School details

Inspection number 10121226 Type of school Primary

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School details

Date of previous inspection 23 January 2019, under section 8 of the Education Act 2005

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Information about this school

 The school has not undergone any significant changes since the previous inspection.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 We met with leaders, governors, and the regional director and chief executive officer of the David Ross Education Trust.  We did deep dives into reading, mathematics, science and physical education (PE). We met with subject leaders, visited lessons, and met with pupils and staff.  We met with parents and considered the views of Ofsted’s online surveys for parents, staff and pupils. We spoke with groups of pupils and staff.  We considered the school’s safeguarding records. We spoke with school staff, pupils and parents about the work that the school does to keep children safe.

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Hazel Henson, lead inspector Her Majesty’s Inspector

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Shazia Lydon Ofsted Inspector 28–29 January 2020

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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