Greenways Primary School

Inspection of Greenways Primary School Greenways, Southend-on-Sea, Essex SS1 3BS

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Inspection dates: 11 and 12 February 2025

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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 Good

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The headteacher of this school is Theresa Goodrich. This school is part of Learning in Harmony 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), Gary Wilkie, and overseen by a board of trustees, chaired by Ben Spinks. There is also an executive headteacher, Darren Woollard, who is responsible for this school. 11 and 12 February 2025

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What is it like to attend this school?

Pupils enjoy school. They learn how to be good friends who respect that everyone is different. They understand the school values of ‘respect, nurture, inspire, aspire’. They try hard to meet these goals. As a result, they have positive relationships with each other and include others.

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What is it like to attend this school?

Staff have high expectations of pupils’ behaviour and learning. Pupils know they need to be ready, respectful and safe at all times. This starts in the early years. Most pupils follow these rules consistently. For example, pupils are keen to learn new things. They listen to their teachers carefully. Pupils are interested, engaged learners who achieve well.

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What is it like to attend this school?

Pupils trust the staff to help and support them. The strong relationships in school mean everyone looks out for each other. Pupils feel safe.

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What is it like to attend this school?

Pupils love the wide range of opportunities open to them. They talk with enthusiasm about the trips and visits they undertake. They learn about important topics in assembly that help to keep them safe. Pupils are excited to hear about the careers that are open to them if they aspire. They support their local community and each other to improve and develop further. They become responsible, active citizens.

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

Leaders are directing the school through a period of change successfully. Clear priorities and ambitions help to move the school forward quickly and secure improvements. Staff appreciate the support from the school and trust to train them, check things are working and reduce any unnecessary workload attached to teaching.

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

The school has a well-sequenced and aspirational curriculum focused on developing pupils’ language and vocabulary. Pupils, including pupils with special educational needs and/or disabilities (SEND), learn knowledge in a logical order. Staff receive updates on the curriculum and how best to introduce learning. They share and introduce new learning effectively. As a result, staff teach with confidence, and pupils engage well with their learning. However, in some subjects, the checks made on what pupils know are not used effectively. Staff do not collect the information needed to plan appropriate next steps for pupils in these subjects. As a result, gaps in pupils’ knowledge emerge, and pupils do not remember the knowledge leaders intend across the curriculum.

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

The school prioritises reading from the very start. Staff teach reading confidently, using the same familiar routines and resources. The books that pupils read match the sounds they know well. Staff regularly check what pupils remember. If pupils need time and practice to keep up, they receive it quickly. Pupils make good progress with their reading knowledge and read with increasing confidence and fluency. Pupils, including children in Reception, concentrate on and engage with their reading. Older pupils read a range of authors, discuss characters and read aloud proudly.

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

The school’s provision for pupils with SEND is a strength. Staff identify pupils’ individual 11 and 12 February 2025

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needs accurately. Pupils with SEND learn the same curriculum as others. Staff use a range of resources to adapt learning for individual pupils. Pupils in the specially resourced provision for pupils with SEND (specially resourced provision) get expert support there and in classes. Pupils with SEND make strong progress through the curriculum.

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The school has introduced a new approach to managing behaviour. It has high expectations of how pupils must behave in lessons. These common expectations are having a positive impact on pupils’ learning and behaviour, including in the early years. Pupils mostly listen well, demonstrate positive attitudes to their learning and rarely interrupt lessons. However, at less structured times, including on the playground, occasional incidents of disrespect or poor behaviour occur. Staff do not routinely address this quickly in line with the school’s expectations. Pupils then sometimes repeat this behaviour.

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The school does all it can to ensure pupils attend school regularly and on time. It identifies barriers that pupils and families face. The school works effectively to support and improve attendance. As a result, pupils’ attendance improves over time.

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The school promotes a highly inclusive culture. The success of all pupils is central to the school’s aims and ambitions. Pupils develop personally as well as academically. They take their responsibilities as school and eco-councillors very seriously. Pupils who have worries or concerns receive effective support from the pastoral team. Pupils learn about a range of cultures and religions. They understand there are different types of relationships. Pupils are well prepared for the next stage of learning and for life beyond school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The checks the school makes on what pupils know and can do are not used effectively in some subjects. They do not give staff the information they need to identify pupils’ next steps in learning accurately or identify and close gaps in pupils’ learning. The school should ensure that assessment processes in all curriculum areas are effective and that teachers use them to identify pupils’ next steps in learning so that they achieve as well as possible across the curriculum.  During social times, the school’s behaviour policy is not implemented consistently. Consequently, some pupils’ behaviour does not meet the school’s expectations. Pupils sometimes repeat unacceptable behaviour. The school should ensure that all staff are familiar with the expectations of the behaviour policy and implement it consistently well. 11 and 12 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). 11 and 12 February 2025

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School details

Dates of previous inspection 17 and 18 September 2019, under section 5 of the Education Act 2005

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Information about this school

 The school runs a breakfast and after-school club for pupils at the school.  The school uses four alternative provisions. Three are registered and one is unregistered.  The school has experienced significant staffing changes since the last inspection, including at senior leader level.  The school has a specially resourced provision for up to 12 pupils with autism.

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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. 11 and 12 February 2025

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried our deep dives in these subjects: early reading, mathematics, science, history, religious education and art. During the deep dives, inspectors held discussions with the school, visited a sample of lessons, looked at pupils’ work, spoke to pupils about their work and spoke to staff. Inspectors also discussed the curriculum in some other subjects.  To evaluate the effectiveness of safeguarding the inspectors reviewed the single central record; took account of the views of leaders, staff, parents and pupils; and considered the extent to which the school has created and open and positive culture around

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safeguarding that puts pupils’ interests first.  Inspectors examined a range of documents provided by the school. Inspectors looked at records related to attendance, behaviour, safeguarding and pupil movement.  Inspectors met with senior leaders, a selection of subject leaders, teachers, support staff and parents.  The lead inspector met with the chair and vice-chair of trustees, representatives of the local governing body and the CEO of the trust.  Inspectors considered the responses to the online survey, Ofsted Parent View. They also took account of the online staff survey.

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Inspection team

Debbie Rogan, lead inspector Ofsted Inspector

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Inspection team

Alice Early Ofsted Inspector 11 and 12 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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