Greentrees Primary School

Inspection of Greentrees Primary School Sycamore Drive, Bishopdown, Salisbury, Wiltshire SP1 3GZ

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The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The headteacher of this school is Alan Geary. This school is part of Pickwick 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), James Passmore, and overseen by a board of trustees, chaired by Rob Ward.

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Ofsted has not previously inspected Greentrees Primary School under section 5 of the Education Act 2005. However, Ofsted previously judged Greentrees Primary School to be outstanding for overall effectiveness, before it opened as an academy. Since September 2024, schools have not been awarded an overall effectiveness grade. 23 and 24 April 2025

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What is it like to attend this school?

The school instils the values of kindness and curiosity in all aspects of school life. The ethos and expectations are consistent across both sites. The school is highly inclusive, and pupils thrive. The school has high expectations for all pupils, both academically and for their personal development. Pupils achieve well as a result. Pupils are eager to participate in the many activities the school provides to develop their interests. The school ensures all pupils benefit from these opportunities.

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What is it like to attend this school?

Pupils act with exceptional thoughtfulness and understanding towards one another. For example, in assemblies, they recognise the achievements of their peers. Pupils celebrate considerately so that some are not over-whelmed by the occasion. Pupils, and their families, appreciate the high-quality pastoral support that is in place when they need it. Workshops, such as managing sleep, are well attended.

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What is it like to attend this school?

A plethora of leadership roles means pupils actively participate in shaping the school. They contribute to the culture of the school. For example, key stage 1 ‘indoor buddies’ gently remind children to move around school well. Mindfulness ambassadors lead the personal, social and health education (PSHE) lessons. They create a sense of calm and preparedness for learning. Pupils relish the many roles and enact them with pride.

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

The school has designed an ambitious and coherently sequenced curriculum. The knowledge and vocabulary that pupils learn are explicitly linked across the subjects. Pupils make effective connections with what they have learned previously. In the Reception Year classes, children are immersed in learning as ‘artists,’ ‘mathematicians’ or ‘scientists.’ They build strong foundational knowledge. For example, reception class children preparing for an insect hunt can describe looking for vertebrates and invertebrates.

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

Teachers show pupils how to write and talk about their learning. They model how to do this so that pupils can deepen their understanding. Teachers use different strategies to check how well pupils have secured their learning. Sometimes these strategies lack precision. As a result, the misconceptions of a few pupils are not identified or addressed in a timely way.

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

Pupils have many opportunities to read and share their books. Younger pupils enjoy engaging with stories they get to know well. Children make a strong start to learning to read in the early years. They keenly recite the sounds and words. Children correct one another if they make an error. When pupils need help to learn some phonic sounds, they have the support they need.

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

The school is effective in identifying pupils with special educational needs and/or disabilities (SEND). The resource base is an integral part of the school. Teachers across the school ensure there is appropriate support and adaptation to support pupils with SEND. Pupils experience school life that is inclusive, supportive and accessible. The school 23 and 24 April 2025

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communicates well with parents and carers. It supports parents to help their children. For example, demonstrating strategies that parents can use to support reading at home. Parents speak highly of the effective communication they have with the school.

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The school has the highest expectations for pupils’ conduct. From the early years through to Year 6, the school’s ‘golden rules’ provide the language for pupils to talk about behaviour. Pupils respect and are proud of their school. In lessons, pupils interact enthusiastically in their learning. When pupils need support or adjustments to help them focus, these are in place. The school works very effectively to support the small number of pupils and their families when attendance is a concern. Leaders have highly effective procedures in place to promote the importance of regular attendance.

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Leaders at all levels share a determined vision. They are aspirational for pupils. Governors and trust leaders know the school extremely well. Leaders are proud to share their expertise and skills with colleagues beyond the school. For example, leading work to improve the educational experiences for pupils who experience disadvantage.

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The school threads the design for the personal development of pupils expertly throughout the curriculum. Pupils flourish as a result. Pupils take an active role in the local community, bringing together groups to work collectively. The school’s ‘ECO’ group, for example, work with the country park and other local businesses. They bring their learning back to school through the vegetable planting project. Pupils respond to current issues that appeal to their values. For example, after learning about fast fashion, pupils arranged a jumper-swap event to recycle clothing. The school engages with and welcomes schools internationally. Pupils are currently enjoying their partnership with a school in Peru prior to welcoming them to Greentrees.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Strategies to check how well pupils have understood the curriculum are sometimes not used effectively. When this happens, some pupils do not secure the intended knowledge in a timely way. The school should make sure the strategies teachers use to check pupils’ learning are used with greater precision so that pupils learn well. 23 and 24 April 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). 23 and 24 April 2025

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School details

Dates of previous inspection Not previously inspected

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Information about this school

 Greentrees Primary School is located across two sites. These are the infant site and the junior site.  The school has a specialist resource base for pupils with autism or related social communication and interaction difficulties. The resource base has 12 places for pupils in key stage 1 and key stage 2. There are currently 12 pupils aged six to 11 accessing the resource base. The resource base is located at the junior site.  The school does not currently use alternative provision.

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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 23 and 24 April 2025

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provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

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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 held discussions with the headteacher, members of the senior leadership team, the special educational needs coordinator and staff.  Inspectors carried out deep dives in these subjects: early reading, mathematics, science, art and geography. 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 met with some subject leaders to look more widely at the curriculum. They viewed a sample of pupils writing books and enquiry books from early years to Year 6.

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 The lead inspector held meetings with trust leaders including the CEO. She also met with representatives from the board of trustees and the local governing body.  Inspectors spoke to pupils about their learning and their experiences at school. They observed pupils during break times at both school sites.  Inspectors spoke to parents at both sites as they dropped their children off at the school gates.  The lead inspector listened to pupils in key stage 1 reading to a familiar adult. She also met with older pupils to talk about reading.  Inspectors viewed a wide range of school documentation, including school improvement plans, attendance and behaviour reporting and a sample of minutes from governing body meetings.  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.  Inspectors reviewed the responses received through Ofsted’s online survey, Ofsted Parent View, including free-text responses. Inspectors also considered the responses received to Ofsted’s online surveys for staff.

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Inspection team

Rachel Hesketh, lead inspector His Majesty's Inspector

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Inspection team

Andrew Evans Ofsted Inspector 23 and 24 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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