Greenland Community Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Greenland Community Primary School South Moor Road, South Moor, Stanley, County Durham DH9 7EZ

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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 headteacher of this school is Anne-Marie Lewis. This school is part of Stanley Learning Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Mark Stewart, and overseen by a board of trustees, chaired by Thomas Harpe.

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What is it like to attend this school?

Pupils are enthusiastic about their learning at this friendly and inclusive school. The school has high expectations for pupils’ achievement and conduct. The pupils rise to meet these expectations on a daily basis. This is reflected in pupils’ high attainment in reading and mathematics in national assessments at the end of key stage 2. This equally applies to pupils with special educational needs and/or disabilities (SEND).

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What is it like to attend this school?

Pupils behave very well. They support one another and enjoy excellent relationships with staff. Pupils clearly demonstrate the ‘Greenland Habits’ such as being kind, respectful and responsible. They show compassion and understanding towards pupils who may need a little more support with their learning. Children in the Reception Year learn good routines and habits that prepare them well for Year 1.

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What is it like to attend this school?

The school helps pupils to nurture their talents and interests. Pupils benefit from a wide range of enrichment opportunities that bring classroom learning to life. For example, pupils eagerly explain what they have learned from workshops with a volcanologist and an archaeologist. There are many sporting opportunities, along with music and drama. Everyone is involved in something. Pupils particularly enjoy the chance to perform songs and dance at the annual winter ‘Frosty Fest’. 1 and 2 April 2025

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

The school curriculum is broad and ambitious. Children in the early years make a particularly strong start to their education. They are ready for the demands of the Year 1 curriculum, particularly in reading and mathematics. The teaching of reading is highly effective. As they learn to read with confidence, pupils develop a love of books. Some pupils need a little more help in learning to read. This includes some pupils with SEND. The school gives highly effective support to help these pupils become proficient readers. Pupils study a wide range of texts to develop their reading and writing. For example, pupils in Year 6 are confident in discussing and writing about the themes in Shakespeare’s Macbeth.

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

Pupils develop their skills and learn new information across the full range of subjects. Teachers carefully check that pupils understand what they have learned. For example, in history, pupils explain the role of missionaries in the development of Christianity in Anglo- Saxon England. They can evaluate how a historian would use census information. In science, pupils understand how and why matter can change state. In geography, pupils develop a secure understanding of important concepts such as fair trade, urbanisation and different biomes. In the early years, children learn to confidently count and learn about shape and size.

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

Leaders have successfully created a culture of high aspiration for what pupils can do in the future. The opportunities outside the classroom are carefully planned to support the curriculum and pupils’ wider understanding of the world. Trips to a cathedral, a synagogue and a mosque enrich the religious education (RE) curriculum. The popular robotics club builds on the work in the computing curriculum. A visit to the Tyne bridges and Hadrian’s Wall brings to life the learning in design and technology and history.

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

Pupils are highly considerate of others. They behave very well. Classrooms are characterised by hard work, cooperation and a sense of enquiry. Pupils play well together at social times. Sporting activities at lunchtime are extremely popular. Pupils take leading roles as sports buddies and everyone is included. Other leadership roles, such as the ‘quad squad’ and reading buddies, also support pupils to take responsibility.

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

The school has a higher-than-average number of pupils with SEND. This is a celebrated and important characteristic of the school. The school identifies pupils’ individual needs quickly and provides highly effective support. Pupils with SEND play a full part in the wider life of the school, enjoying many enrichment activities alongside their peers. This programme for enrichment and personal development is a strength of the school. Pupils speak with confidence about a range of important issues that help them to be safe and healthy. For example, they understand important topics such as healthy relationships, body image and sleep hygiene.

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

Trust and school leaders, along with local governors, have a genuine understanding of the local community. The school is a focal point for community events. Parents and carers enjoy many opportunities to come into school to share in the achievements of their 1 and 2 April 2025

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children. The trust plays an important part in fostering this sense of community, along with supporting important networks for staff development. Staff are extremely positive about working at the school. They feel that workload is managed well, and they feel valued.

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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 November 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.

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Further information

You can search for published performance information about the school. 1 and 2 April 2025

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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). 1 and 2 April 2025

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School details

Dates of previous inspection 12 and 13 November 2019 under section 8 of the Education Act 2005

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Information about this school

 The school is part of Stanley Learning Partnership.  The school has an enhanced learning provision with capacity for 24 pupils. Pupils who attend this provision have education, health and care (EHC) plans and a combination of needs including cognition and learning, social, emotional and mental health, communication and interaction and physical and sensory.  The school provides a breakfast club and after-school club.  The school does not use any alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation of the quality of a school’s education provision. 1 and 2 April 2025

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 This was the first routine inspection 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.  The inspector spoke with the headteacher and other leaders along with a range of staff. Meetings were held with the CEO and representatives of the trust and governing board.  The inspector visited a sample of lessons, looked at pupils’ work and spoke to pupils about their learning.  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.  The inspector spoke to staff and pupils to learn their views about the school.  The inspector took account of responses to the Ofsted Parent View survey and the

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free-text responses.  The inspector considered a range of documents. These included safeguarding records, the school improvement plan and records for pupils with SEND.

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Inspection team

Carl Sugden, lead inspector Ofsted Inspector 1 and 2 April 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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