Green Street Green Primary School

Inspection of Green Street Green Primary School Vine Road, Orpington, Kent BR6 6DT

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Good

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Overall effectiveness Good

The headteacher of this school is Mandy Kaur. This school is part of The South Orpington Learning Alliance Multi-Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, James Turvey, and overseen by a board of trustees, chaired by Robert Sampson. There is also an executive headteacher, Harry Hope, who is responsible for this school and six others. 10 and 11 July 2024

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What is it like to attend this school?

This is an inclusive school where pupils thrive. The values of kindness and respect are embedded through all aspects of school life. Pupils are very happy here because they have kind friends to play with.

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What is it like to attend this school?

Positive, nurturing relationships between staff and pupils permeate the school. Staff take the time to greet pupils warmly and this creates a positive start to the day. Pupils are confident that if they have a concern that staff will listen and help them. This helps pupils to feel safe.

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What is it like to attend this school?

Staff have high expectations for pupils, therefore, pupils’ behaviour across the school is impeccable. This starts from Reception, where children are taught to follow routines. Pupils work hard and achieve well here.

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What is it like to attend this school?

Pupils have opportunities to take on roles of responsibility. For example, sports leaders support other pupils to take part in physical activities at lunchtime. Pupils in the nurture provision take pride in caring for their class stick insect. This is because the school teaches pupils the importance of caring for others.

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What is it like to attend this school?

The school provides a wide range of clubs, such as choir, football and cross country running. These activities help pupils to develop their talents and pursue their interests.

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better?

Reading is given priority here. Children are taught to read as soon as they join Reception. This is because leaders want pupils to read fluently as soon as possible. The school is committed to ensuring that pupils develop a love for reading. Pupils read widely and often. Children in Reception listen carefully to ‘Handa’s Surprise’, eagerly anticipating the next animal that will take a piece of fruit from Handa’s basket in the book they share as a class. These opportunities develop a love for reading.

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better?

Leaders train staff to teach phonics well. Staff regularly check the sounds that pupils know. Pupils who find reading difficult are given the help they need to catch up. Books are closely matched to the sounds that pupils know, and this means they read with developing confidence.

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better?

The school has in place a well-structured curriculum, which sets out what pupils need to learn year-on-year starting from Reception. Teachers have secure subject knowledge and explain concepts clearly. For example, in physical education, pupils in Year 6 throw a discus with increasing accuracy. This is because the teacher effectively demonstrates the throwing technique. In mathematics, pupils in Year 4 show their understanding of ordering decimals. This is because they have previously been taught the value of each digit. However, in some subjects, pupils struggle to 10 and 11 July 2024

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recall and retain important information that they have been taught and this means they have gaps in their learning.

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In Reception, pupils learn through purposeful learning experiences. However, sometimes adults do not model subject-specific language well enough. This is because the vocabulary that the school wants children to use and remember has not been precisely identified. This means that some pupils miss out on opportunities to hear and practise using new language.

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The school is ambitious for pupils with special educational needs and/or disabilities (SEND). There are appropriate systems in place to identify these pupils. The school works effectively with external professionals, such as therapists and educational psychologists. These professionals provide effective training to staff. Teachers use a range of strategies to ensure that pupils with SEND receive the support they need to access the curriculum and achieve well.

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Pupils show highly positive attitudes to their learning. Therefore, the curriculum is not interrupted by silly behaviour. Leaders prioritise attendance and take appropriate action so that attendance remains high.

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The wider curriculum is thoughtfully structured. Pupils are taught about consent in an age-appropriate manner. Pupils learn the importance of keeping safe online. In the specially resourced provision, staff use visual resources to teach pupils when it is appropriate to ‘high five’ or hug someone.

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Leaders value pupils’ opinions. For instance, the school council worked with the catering team to make the lunch menu even better. As a result, there is now a salad bar and dessert station in place.

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Pupils across the school are taught how to regulate their feelings incredibly well. In the nurture and specially resourced provision, pupils are supported to form positive relationships and build resilience and confidence.

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The trust and the local governing body are ambitious for all pupils to achieve well. Trustees and governors know what the school is doing well and what it needs to do to be even better. The trust have appropriate processes in place to check the effectiveness of the school. Staff are extremely positive about the guidance they receive to support their well-being and manage their workload.

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Safeguarding

The arrangements for safeguarding are effective. 10 and 11 July 2024

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(Information for the school and appropriate authority)

 In Reception, key vocabulary has not been precisely identified. This means that sometimes adults do not model and extend children’s vocabulary purposefully. When this happens, it limits some children’s opportunities to practise and hear new language. The school should ensure that key vocabulary is identified so that staff develop children’s language to support their learning.  In some foundation subjects, pupils’ knowledge and understanding is not secure. Furthermore, the checking of what pupils know and remember is not as effective as it could be. This means that some pupils have gaps in their learning. The school should ensure that teachers check that pupils develop detailed knowledge and skills over time. Leaders should have processes in place to identify the strengths and areas for development in the foundation subjects.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View 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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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 10 and 11 July 2024

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CEO

Website www.greenstreetgreenprimary.co.uk

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CEO

Dates of previous inspection 31 October and 1 November 2018, under section 5 of the Education Act 2005

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Information about this school

 Green Street Green Primary School is part of The South Orpington Learning Alliance Multi-Academy Trust, which consists of seven schools.  The school has a specially resourced provision for up to 25 pupils with SEND which caters for pupils with speech, language and communication needs.  The school does not make use of any alternative provision.  The school runs a breakfast and after-school club.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision. 10 and 11 July 2024

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 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors held meetings with the senior leadership team to discuss school development.  The inspectors met with the chief executive officer and representatives of the local governing body and the board of trustees.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors scrutinised a wide range of documents, including those related to pupils’ personal development and behaviour and attendance. The inspectors also met with groups of staff and pupils to discuss these aspects of the school’s work.

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 Inspectors carried out deep dives in these subjects: early reading, mathematics, geography and religious education. For each deep dive, the inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum in some other subjects.  The views of parents and staff were also considered, including through Ofsted’s online surveys.

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Inspection team

Deborah Walters, lead inspector His Majesty’s Inspector

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Inspection team

Lucy Bruce Ofsted Inspector 10 and 11 July 2024

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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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