Greenfields Academy

Inspection of a school judged good for overall effectiveness before September 2024: Greenfields Academy Great North Road, Grantham, Lincolnshire NG31 7US

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Outcome

Greenfields Academy has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Andy Rush. The school is part of Community Inclusive 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), Peter Bell, and overseen by a board of trustees chaired by Stephen Hopkins.

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What is it like to attend this school?

Greenfields Academy is an ambitious and caring school. Pupils have often experienced a disrupted education prior to coming here. Staff build trusting and supportive relationships with pupils. Pupils are nurtured and grow in self-confidence and resilience. They are respected, valued as individuals and well cared for. Pupils know that staff will help them with any worries they may have. As a result, pupils feel happy and safe in school, and they gradually re-engage with education.

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What is it like to attend this school?

Staff have high expectations and a deep understanding of all pupils. Pupils make positive progress through the thoughtfully designed curriculum and learn well. Older pupils take qualifications in subjects that match their aspirations and ambitions. Typically, pupils achieve well from their various starting points.

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What is it like to attend this school?

Pupils’ behaviour is exemplary. Pupils focus in lessons, learn to cope socially and show respect for others. This creates a calm, respectful environment where learning can flourish. Pupils who need additional help to meet the expected behaviour standards receive individual tailored support.

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What is it like to attend this school?

Pupils take part in a range of opportunities beyond the classroom. These include outdoor education, residential trips and the Duke of Edinburgh award. Pupils value these experiences which help them develop new skills and confidence as they venture into the wider world. 24 and 25 June 2025

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

The school has set out clearly the different curriculum pathways that pupils follow. Each pupil’s curriculum pathway is aspirational, and their learning is personalised and purposeful. Staff match the planned curriculum to pupils’ specific needs, as set out in their education, health and care (EHC) plans. Teachers typically match teaching well to pupils’ stage in learning while ensuring that they receive age-appropriate curriculum content. In a few subjects, there is variability in how effectively teachers adapt and teach the curriculum. On occasion, this results in pupils being expected to complete tasks that are either too challenging or not challenging enough.

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

Pupils enjoy practical experiences that help them to build and connect their knowledge successfully. For example, older pupils studying for qualifications in animal care and land- based studies take part in activities on the school farm.

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

The school prioritises reading. It identifies quickly those pupils in the early stages of reading. The school uses this information to plan individualised phonics programmes matched to pupils’ needs. This helps pupils to become confident, fluent readers. Pupils demonstrate clear joy in reading.

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

The school demonstrates a highly effective approach to behaviour management. Staff are well trained in strategies that promote positive pupil engagement, resulting in polite, motivated learners who conduct themselves well, both in class and around the school.

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

Staff in the school are committed to promoting good attendance. Most pupils’ attendance is stronger than their previous record before joining this school. However, for some pupils the school is not yet seeing sustained improvement in their attendance quickly enough and they miss out on learning as a result.

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

The school places pupils’ personal development at the heart of its work. It nurtures pupils’ confidence, resilience and self-esteem, enabling them to succeed in their learning. For example, the thoughtfully designed outdoor education programme supports pupils in developing social skills while also building physical agility across a variety of sports, such as paddle boarding and mountain biking. Pupils also benefit from visits to museums, such as the Lincolnshire Aviation Heritage Centre. These opportunities enrich the curriculum. Pupils develop a strong understanding of how to stay safe online. They appreciate diversity and the importance of respect for others.

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

Pupils benefit highly from a well-thought-out careers programme. Pupils receive independent careers guidance. This helps them to make informed decisions about future career pathways. Older pupils benefit greatly from work experience opportunities and are prepared well for their next steps in education and training.

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

The school has taken effective action to maintain the standards identified at the previous inspection. Leaders are ambitious for all pupils and have created a positive culture for learning. This is supported by governors and the trust effectively who have an accurate 24 and 25 June 2025

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overview of the school. The trust is diligent and challenging in its questioning of school performance. Leaders at all levels are mindful of staff’s well-being and workload.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes pupils are given work that does not meet their needs. This results in pupils being expected to complete tasks that are either too challenging or not challenging enough. This hinders learning. The school should ensure that it continues to support staff to adapt their curriculum delivery so that pupils can achieve the aims of the school’s curriculum.  Most pupils’ attendance is stronger than their previous record before joining this school. However, for some pupils it is not yet seeing sustained improvement in their attendance quickly enough and they miss out on learning as a result. This is leading to gaps in their knowledge. Leaders should maintain their focus on improving the attendance of all pupils, ensuring that the strategies they use to support pupils’ attendance help overcome any barriers they have.

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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 third ungraded inspection since we judged the school to be good for overall effectiveness in January 2020. 24 and 25 June 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). 24 and 25 June 2025

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School details

School category Academy special converter

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School details

Dates of previous inspection 24 and 25 May 2023, under section 8 of the Education Act 2005

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Information about this school

 All pupils who attend the school have an EHC plan. The school caters for pupils with social, emotional and mental health needs. Some also have additional special educational needs and/or disabilities as well as specific medical needs.  The headteacher took up his substantive role in September 2023. Additionally, three senior leaders also took up their substantive roles on the school’s leadership team at this time.  The school does not use any alternative education provision.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education 24 and 25 June 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 the evaluation of the school.  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 visited lessons, spoke to pupils about their learning and looked at samples of pupils’ work. They also listened to some pupils read to a familiar adult.  Inspectors met with trust leaders, governors, the headteacher and other school leaders, as well as teachers and support staff.  Inspectors reviewed a range of documents, including documents relating to school improvement.

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 Inspectors held meetings and informal discussions with various groups of pupils.  Inspectors observed pupils’ behaviour during lunchtime and as pupils moved around the school.  The inspectors considered the responses to Ofsted’s online surveys for staff and pupils. They considered the responses to Ofsted’s online survey, Ofsted Parent View, including parents’ free-text responses.

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Inspection team

Anne Maingay, lead inspector His Majesty's Inspector

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Inspection team

Jo Ward Ofsted Inspector 24 and 25 June 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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