Green End Primary School

Inspection of Green End Primary School Burnage Lane, Burnage, Manchester M19 1DR

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

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The head of school is Jeff Harriott. This school is part of the Kingsway Community 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), Lisa Vyas, and overseen by a board of trustees, chaired by Atiyah Malik. Lisa Vyas is also the executive headteacher. She is responsible for this school and two others.

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since July 2015. Since September 2024, schools have not been awarded an overall effectiveness grade. 25 and 26 March 2025

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What is it like to attend this school?

Pupils enjoy attending this wonderful school. Relationships between staff and pupils are remarkably strong and caring. A typical comment from a parent and carer saying, ‘It feels like my children are part of a wider family,’ sums up the feeling of many. Pupils are proud of their school, particularly the welcoming and inclusive environment which nurtures their individual talents and enables them to flourish and thrive.

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What is it like to attend this school?

The school is highly ambitious for pupils, including disadvantaged pupils, to succeed. Pupils are curious and keen learners. They have a strong appetite to improve their knowledge. Pupils achieve exceptionally well. They are superbly prepared for the next stage of their learning.

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What is it like to attend this school?

Pupils’ behaviour is excellent. It supports the school’s harmonious ethos. In the early years, children settle quickly into school routines. Older pupils serve as excellent role models to younger pupils. Classrooms are calm and purposeful. Pupils learn to be respectful, confident and articulate when expressing their thoughts and views.

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What is it like to attend this school?

Pupils benefit from the impressive and wide-ranging experiences that enrich their personal development. They take great pride in their many responsibilities, for example as reading champions, house captains and sports leaders. A rich variety of visits and after- school activities enhance their learning across the curriculum. For example, the school is very proud of its success in a recent speaking competition.

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

The school, trust and the local governing committee are relentless in their pursuit of excellence. The school strives to overcome any barriers to pupils’ success. Staff make every effort to get to know pupils’ families. Parents are welcomed into school for assemblies. Staff are at the school gates at the beginning and the end of the school day. The quality and range of support for families are exceptional. Consequently, the school has a thorough understanding of pupils’ needs.

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

The curriculum is exceptionally well designed from the early years to Year 6. Subject leaders have pinpointed the key knowledge, skills and vocabulary they wish pupils to learn. The curriculum is enriched by trips and visits to enhance learning. Teachers’ subject knowledge is very strong due to the support they receive from the school and trust staff. This promotes pupils’ very deep understanding across many subjects. Pupils achieve exceptionally well in national tests and assessments at the end of key stage 2.

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

The quality of provision in the early years is exceptional. It offers every child the very best start to learning. Staff establish strong routines and expectations. Children are quick to live up to them. Access to high-quality resources enhances children’s ability to explore, play and learn. They enter Year 1 as confident learners.

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

The school has highly effective processes to identify and support pupils with additional needs. Staff expertly adapt the delivery of the curriculum. Disadvantaged pupils, those 25 and 26 March 2025

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with special educational needs and/or disabilities (SEND) and pupils who speak English as an additional language access the same broad and ambitious curriculum as their peers. As a result, these pupils achieve highly. Pupils who are new to the school benefit from the strength of the curriculum and teaching. They quickly catch up with their peers.

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Teachers regularly check for understanding and address misconceptions at the point of learning. Effective assessment strategies identify pupils’ misconceptions and gaps in their knowledge. This enables teachers to design precise learning activities to address these gaps. As a result, pupils are supported to remember more over time. Their recall of current and prior learning is very impressive.

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The school places great importance on the teaching of reading. Children in the Nursery class enjoy a rich range of stories, songs and rhymes. The strong focus on vocabulary in the curriculum starts here. Children are ready to learn phonics when they reach the reception class. The school has ensured that staff have developed expertise in teaching phonics. Pupils at risk of falling behind with the phonics programme receive extra teaching and reading practice. This helps them catch up. Older pupils are confident and enthusiastic readers.

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There are very few distractions to learning. There is a calm and orderly atmosphere throughout the school. Attendance rates are high. The school works effectively with those families where pupils’ attendance is below the expected level. Support is swiftly put in place to bring about improvement.

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The school’s work to support pupils’ personal development is exceptional. This work is embedded throughout the school. Pupils learn how to keep themselves safe online. They develop empathy and respect for other cultures and beliefs. As a result, pupils are highly considerate of the views and beliefs of different groups of people. They value and celebrate differences. Pupils develop into respectful, caring and considerate individuals ready for life beyond school.

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Staff are proud to work at this school. They appreciate the support that they receive to manage their workload. They share their leaders’ relentless commitment to providing a high-quality education.

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Safeguarding

The arrangements for safeguarding are effective.

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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. 25 and 26 March 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). 25 and 26 March 2025

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School details

Headteacher Lisa Vyas (Executive Headteacher) Jeff Harriott (Head of School) Website www.greenend.manchester.sch.uk

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School details

Dates of previous inspection 14 and 15 July 2015, under section 5 of the Education Act 2005.

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Information about this school

 The school is part of the Kingsway Community Trust.  The school runs its own breakfast club for pupils.  The school does not make use of any alternative provision for 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 25 and 26 March 2025

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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 spoke with the executive headteacher, the head of school and with other leaders and members of staff.  The lead inspector spoke with trustees and members of the local governing committee.  The lead inspector also spoke with a representative of the local authority.  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 carried out deep dives in early reading, mathematics, science, history and art and design. They talked with curriculum leaders of these subject areas. Inspectors

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also visited lessons, looked at examples of pupils’ work, held discussions with teachers and spoke with pupils. The lead inspector also observed some pupils from Years 1 to 3 read to a familiar adult.  Inspectors considered the curriculum in some other subjects.  Inspectors observed pupils’ behaviour during lessons and around school. They also observed pupils while they played outside.  Inspectors spoke with groups of pupils about their experiences at school.  Inspectors considered the responses to Ofsted Parent View, including the free-text comments. They also met with parents before school.  Inspectors also considered the responses to Ofsted’s online surveys for pupils and staff.

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Inspection team

Ian Shackleton, lead inspector Ofsted Inspector

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Inspection team

Karen Morris Ofsted Inspector 25 and 26 March 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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