Greenways Primary Academy

Inspection of a school judged good for overall effectiveness before September 2024: Greenways Primary Academy Nursery Avenue, Stockton Brook, Stoke-on-Trent, Staffordshire ST9 9NY

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Inspection dates: 28 and 29 January 2025

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

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Outcome

The head of school is James Brown. This school is part of Windsor 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 (CEO), Dawn Haywood, and overseen by a board of trustees, chaired by Andrew Middleton. There is also an executive headteacher, Jemma Garside, who is responsible for this school and one other.

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What is it like to attend this school?

Greenways’ motto of ‘aim high and be a star’ captures the school’s ambition for all pupils. It is a school that staff, pupils and parents are right to be proud of. Pupils achieve high standards across the curriculum. They are ready for the next stage in their education.

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What is it like to attend this school?

The school sets high expectations for how pupils should behave. Pupils behave exceptionally well. They are incredibly polite and highly motivated to learn. Pupils know that if they have a worry, staff will help them with care and dedication. Pupils are happy and safe.

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What is it like to attend this school?

Pupils’ individual talents and interests are nurtured through a broad range of inclusive extra-curricular activities, including hockey, choir and history clubs. Pupils’ musical abilities are exceptionally well developed. They learn to play a range of instruments and perform in a rock band. Visits are carefully planned to inspire and enrich the curriculum, such as trips to Gladstone Pottery Museum to learn about local history and Manchester Museum to explore ancient Egyptian artefacts.

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What is it like to attend this school?

Pupils benefit from the trust’s pledge to provide exceptional and memorable experiences before they leave primary school. Through this pledge, pupils visit London to take part in a professional dance workshop and attend a musical theatre show. These experiences broaden their horizons and foster an appreciation for culture and new opportunities. 28 and 29 January 2025

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

The curriculum has been carefully considered so that concepts and knowledge in each subject build effectively towards ambitious outcomes. Staff value the high-quality professional development they receive. This helps them to deliver the curriculum effectively. Staff notice pupils’ misconceptions and address these swiftly and appropriately. Pupils’ learning is checked, and this information is used well. As a result, pupils securely retain and confidently apply the most important knowledge across the curriculum.

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

Reading is a high priority. Staff are experts at teaching early reading. Children are taught phonics from Nursery. Staff model accurately and provide pupils with lots of opportunities to practise using new phonics knowledge. The school makes sure that regular support occurs for pupils who need additional help to keep up with their peers. Pupils read a wide variety of books, both at school and at home. They are encouraged to read for pleasure. ‘Mini mentors’ run a reading club at lunchtimes in a ‘hobbit house’ for younger pupils to develop a love of reading. Pupils read books that are well matched to their phonic knowledge. Pupils achieve high standards in reading.

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

Staff teach mathematics consistently and effectively. Pupils develop fluency in mathematics successfully. They use a range of strategies to work through tricky mathematical problems before asking for adult support. They confidently solve mathematical problems with independence. Pupils achieve high standards in mathematics.

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

The early years environment is very welcoming. Staff are incredibly nurturing. The early years curriculum is carefully considered and ambitious in its aims. Staff have identified that children begin school needing more support with physical development. As a result, staff have been trained in a range of strategies to support physical development. Children develop their gross and fine motor skills through, for example, drawing and movement activities. During the inspection, children learned about Chinese New Year. They practised using scissors to create Chinese lanterns with increasing control. Staff skilfully teach new and ambitious vocabulary at every opportunity. This has a positive impact on early writing standards. As a result, children in the early years achieve strong foundations for future learning.

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

Pupils with special educational needs and/or disabilities (SEND) are identified early. Staff are experts at supporting pupils with SEND. Pupils are supported with strategies that meet their individual needs. External agencies are involved whenever necessary to provide specialist input. Pupils with SEND achieve ambitious outcomes, allowing them to thrive alongside their peers

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

Attending school regularly is a top priority. Staff are knowledgeable and meticulously check on pupil attendance. As a result, pupils attend school regularly.

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

Pupils are prepared for life in modern Britain. They know how to keep themselves safe. Pupils understand what democracy means and how it affects their lives. They value the many inclusive leadership roles available. Pupils can take on roles such as student senator, 28 and 29 January 2025

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eco-councillor and prefect. Through the work of the trust, pupil leaders learn about how to be active citizens. Eco-Councillors meet at trust conferences to discuss and plan measures to improve sustainability within their school.

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Trustees and members of the local advisory board (LAB) understand their roles and responsibilities. They hold high ambition for all pupils and know the school well. This information is used to support and challenge the work of the school effectively. Decisions are made in the best interests of children. Staff hold very positive views about how the school supports their wellbeing and manages their workload. They highly value professional development and collaboration across the trust.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in October 2019.

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How can I feed back my views?

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. 28 and 29 January 2025

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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). 28 and 29 January 2025

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School details

Website www.greenwaysprimaryacademy.org.uk

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School details

Dates of previous inspection 8 and 9 October 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is part of Windsor Academy Trust, which comprises 15 schools.  The school does not make use of any alternative provision.

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Information about this inspection

n Inspections are a point-in-time judgement about the quality of a school’s education provision. n This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school. n The inspector met with the executive headteacher, head of school and other leaders. The inspector held a meeting with members of the trust board and LAB. The inspector met with the CEO and the director of primary education. Meetings were held with curriculum leaders, teachers and support staff. 28 and 29 January 2025

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n The inspector visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work. n The inspector listened to pupils reading to a familiar adult. n The inspector observed pupils’ behaviour and interactions during lessons and at breaktimes and lunchtimes and spoke to many pupils during the inspection. n To evaluate the effectiveness of safeguarding, the inspector: 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. n The inspector considered responses to the online survey, Ofsted Parent View. This included free-text comments. The inspector spoke to parents. The inspector also reviewed responses to Ofsted’s online staff survey and responses to Ofsted’s pupil survey.

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Inspection team

Emma Titchener, lead inspector Ofsted Inspector 28 and 29 January 2025

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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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