Lift Green Way

Inspection of a school judged good for overall effectiveness before September 2024: The Green Way Academy 21st Avenue, Hull HU6 8HD

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Outcome

The Green Way Academy has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The principal of this school is Simon Bush. This school is part of Lift Schools Multi- 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), Rebecca Boomer-Clark, and overseen by a board of trustees, chaired by David Hall.

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What is it like to attend this school?

Pupils speak about their school with great pride. They appreciate the education and opportunities they receive. Warm and positive relationships underpin the school’s work. Because of this, school is a place where pupils are happy and safe.

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What is it like to attend this school?

The school has high expectations for pupils’ achievement and behaviour. Pupils meet these expectations. They behave extremely well and are well prepared for the next stage of their education. The school’s broad, ambitious curriculum ensures pupils gain a rich body of knowledge.

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What is it like to attend this school?

Pupils behave well in lessons and around school. They follow well-established routines. They are polite, cheerful and welcoming of visitors. In lessons, pupils are attentive and eager to contribute. They respectfully listen and respond to their peers and their teachers.

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What is it like to attend this school?

The school provides pupils with regular opportunities to broaden their horizons and interests. Pupils relish the opportunities that the school provides for memorable experiences. Children in Reception love their visit to a role-play centre. They play and learn in roles such as builders, actors and shopkeepers. They excitedly talk about crossing the Humber Bridge on the journey there. Older pupils benefit from a trip to the seaside or an exciting day out in London. These experiences provide life-long memories. 1 and 2 July 2025

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

The school has developed and introduced a curriculum that provides pupils with a clear sequence of learning that starts in Reception. Pupils, including those with special educational needs and/or disabilities (SEND), build their knowledge well across all subjects.

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

Lessons follow a clear and consistent structure. Teachers have strong subject knowledge and explain new concepts clearly. In lessons, pupils regularly revisit previous learning to ensure their knowledge builds well over time. Teachers make regular, careful checks on pupils’ understanding. Where pupils have misconceptions, teachers identify these and address them. This is reflected in pupils typically achieving well by the end of key stage 2.

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

Reading is a high priority. Pupils benefit from highly focused phonics lessons. Expert teachers ensure pupils quickly learn the sounds that letters make. If pupils struggle or slip behind, they are quickly identified and supported to keep up. In reading lessons, older pupils read engaging books with sustained concentration. Teachers read aloud in class, exploring and explaining vocabulary. Starting in Reception, there is a strong focus on vocabulary and oracy. For example, in mathematics lessons, pupils explain their reasoning clearly, using subject-specific vocabulary.

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

Children in Reception thrive in a highly supportive environment. They play and learn with confidence and independence. Staff are experts in how young children learn. The environment is rich in opportunities for children to develop well across all areas of learning. They learn the foundations of mathematics in contexts that interest them, for example, they work out how many coins are left in a pirate’s treasure chest.

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

The school is quick to identify when pupils have SEND. These pupils access the same ambitious curriculum as their peers with expert support or well-considered adaptations where necessary. Some pupils are supported through the use of dyslexia-friendly books, which help them access reading more confidently.

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

Through the school’s curriculum for personal, social and health education, pupils learn about how to keep themselves safe and healthy. They exhibit strong inclusive values and know that discrimination is wrong. However, pupils do not have a secure, age-appropriate understanding of fundamental British values, such as democracy. As a result, they are not as well prepared for life in modern Britain as they could be. The school provides pupils with a wide variety of extra-curricular clubs and activities for them to develop talents and interests. Year 6 pupils perform in the end-of-year show with obvious enthusiasm and joy.

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

Despite the school’s efforts and strategies to improve attendance, too many pupils have poor attendance or are persistently absent. This includes pupils who are disadvantaged or who have SEND. These pupils are missing out on important learning. They develop gaps in their knowledge and do not achieve as well as they could.

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

The school benefits from the collaboration and support provided through its membership of the trust. Staff share their expertise, and the school similarly benefits from expertise 1 and 2 July 2025

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within the trust. The school has an unequivocal commitment to staff’s ongoing professional development. This derives from an unswerving belief that pupils should receive the best possible education. Staff receive well-structured training and coaching. This results in teaching that is based on recent research and is of consistently high quality.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school’s initiatives to improve pupils’ attendance are not having the intended impact. Some pupils, including those who are disadvantaged or who have SEND, have low attendance and miss important learning as a result. The school should continue to work with parents and carers to improve attendance for all pupils, to ensure that they do not miss important learning and are able to achieve well.  The school’s work to develop pupils’ understanding of British values, particularly democracy, is not as effective as it could be. As a result, pupils are not fully prepared for aspects of life in modern Britain. The school should ensure that all pupils develop a secure and age-appropriate understanding of British values to better prepare them for life in modern Britain.

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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. 1 and 2 July 2025

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This is the second ungraded inspection since we judged the school to be good for overall effectiveness in July 2016.

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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). 1 and 2 July 2025

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School details

Local authority Kingston Upon Hull City Council

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School details

Dates of previous inspection 8 and 9 July 2021, under section 8 of the Education Act 2005

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Information about this school

 This school is part of Lift Schools Multi-academy trust.  The school uses one registered alternative provider.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  The inspector discussed any continued impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector met with the principal and other leaders. He also met with a representative of the trust and members of the academy council.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. 1 and 2 July 2025

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 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 took account of responses to Ofsted Parent View, including the free-text comments. He also considered the responses to Ofsted’s surveys for pupils and staff.

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Inspection team

Dughall McCormick, lead inspector His Majesty’s Inspector 1 and 2 July 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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