Preston Greenlands Community Primary School

Inspection of Preston Greenlands Community Primary School Dawnay Road, Preston, Lancashire PR2 6BB

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 4 and 5 February 2025

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What is it like to attend this school?

Pupils are proud of their welcoming school. They arrive at school each day happy and ready to learn. Pupils’ attendance is high. They want to come to school because of the warm relationships that they have with staff and each other.

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What is it like to attend this school?

Pupils are well behaved and they demonstrate good manners. The school’s values of compassion and respect for others underpin pupils’ conduct. Pupils are well supported to manage their emotions and make positive choices. Children in the Reception Year settle into routines quickly. Across the school, pupils easily meet the schools’ high expectations for their behaviour.

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What is it like to attend this school?

Pupils’ wider development is well considered at this school. Their school experience is enriched by a range of trips and visits. For example, pupils spoke enthusiastically about visits to Blackpool and to the theatre. Pupils increase their independence by taking on various roles and responsibilities, such as acting as school councillors. These opportunities help pupils to better understand the wider world. Pupils flourish at this school.

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What is it like to attend this school?

The school expects the very best for pupils’ achievement. Since the previous inspection, it has taken effective action to strengthen the curriculum. This has been successful. Pupils respond well to the high aspirations that the school has for their success. Typically, pupils achieve well.

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

Since the previous inspection, the school has ensured that a broad and ambitious curriculum is in place. The curriculum sets out clearly the knowledge and skills that pupils will learn from the Reception Year to Year 6. This is helping pupils to learn better than they have in the past, including in mathematics.

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

Teachers have strong subject knowledge. Generally, they design activities that help pupils to secure the knowledge in the curriculum. In most subjects, teachers routinely identify how well pupils are learning the curriculum. In these subjects, teachers use information successfully to revisit content that is not secure and to shape future learning.

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

In a small number of subjects, some older pupils have gaps in their learning. This is due to weaknesses in the previous curriculum. At times, teachers do not check that these pupils have the knowledge that they need to make sense of new learning. As a result, some pupils’ knowledge in these subjects is not as secure as it could be.

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

The school swiftly identifies the additional needs of pupils with special educational needs and/or disabilities (SEND). It ensures that staff benefit from suitable training so that they can meet the needs of these pupils effectively. The school liaises with different agencies when required, to further support pupils with SEND. Typically, pupils’ additional needs are met well. 4 and 5 February 2025

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Children in the Reception Year benefit from an engaging and well-designed environment. Staff focus on developing children’s communication and language skills, for example, through effective questioning and strong modelling of ambitious vocabulary. Children are prepared well for Year 1.

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The school ensures that reading is a priority. Staff are equipped to deliver the phonics programme consistently well. The school makes sure that pupils read from books that are matched accurately to the sounds that they know. As a result, most pupils become confident and fluent readers. However, a few pupils struggle to read fluently. The school has not ensured that support for these pupils addresses the gaps in their reading knowledge sufficiently well. This hinders how well these pupils access the curriculum.

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Pupils have positive attitudes to learning. This is successfully encouraged by staff who know them well. Pupils understand the value of high attendance. When a pupil’s attendance is low, the school works closely with the family to provide support to bring about swift improvement.

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The school ensures that pupils learn to respect the differences between people. Pupils appreciate the extra-curricular activities offered by the school, for example joining a sports team, singing in the choir or acting in the drama club. Pupils learn important information to equip them well for life in modern Britain, such as learning about democracy through visits from a magistrate. Pupils understand how to stay safe online and who to talk to if they have worries and concerns.

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Governors know the school well. Staff appreciate the care and support that the school provides for their well-being. Staff value the school’s consideration of their workload when implementing recent improvements to the curriculum. Staff are proud to work at this school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 A small number of pupils do not receive the support that they need to become confident and fluent readers. When this happens, these pupils struggle to access the full breadth of the school’s curriculum. The school should ensure that these pupils receive appropriate and timely support, so that they catch up quickly and learn to read well.  Some older pupils have gaps in their knowledge due to weaknesses in the previous curriculum. This hinders these pupils from building successfully on what they already know. The school should ensure that staff are suitably equipped to identify and remedy the gaps in these pupils’ knowledge, before introducing new learning. 4 and 5 February 2025

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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.

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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). 4 and 5 February 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 1 and 2 March 2023, under section 5 of the Education Act 2005

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Information about this school

 The school provides a breakfast club for pupils.  The school makes use of one registered alternative provision for a small number of pupils.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point in time evaluation about the quality of a school’s education provision. 4 and 5 February 2025

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 Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, other leaders, the governors and a range of staff at the school. The lead inspector spoke with representatives from the local authority.  Inspectors carried out deep dives in these subjects: early reading, mathematics and history. For each deep dive, 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.  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

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safeguarding that puts pupils’ interests first.  The lead inspector observed some pupils from Years 1 to 3 read to a familiar adult. He discussed reading with a group of older pupils.  Inspectors observed pupils at breaktime, lunchtime and when moving around the school. They spoke with several groups of pupils about their experiences at school.  Inspectors spoke to parents and carers and considered the responses to Ofsted Parent View, including the free-text comments. Inspectors spoke to pupils and to staff to gather their views. There were no responses to Ofsted’s online surveys for pupils.  Inspectors spoke with staff about their workload and their well-being. Inspectors considered the responses to Ofsted’s online survey for staff.  Inspectors reviewed a range of documents, including those related to the governance of the school.

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Inspection team

Mark Hazzard, lead inspector Ofsted Inspector

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Inspection team

Rachael Alarcon Ofsted Inspector 4 and 5 February 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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