Green Crescent School

Inspection of Green Crescent School Green Academy, Queensberry Street, Basford, Nottingham, Nottinghamshire NG6 0DG

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Early years provision Good Overall effectiveness at previous inspection Good

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Overall effectiveness Requires improvement

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils at Green Crescent School are happy, polite and use their manners well in everyday interactions and routines. They help to create a welcoming school. Staff place pupils’ welfare at the heart of their work. Pupils are proud of the school’s close-knit community. This helps them to feel safe, valued and secure in school. Parents and carers appreciate the caring ethos that the school provides for their children.

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What is it like to attend this school?

Children make a secure start in the early years. However, this is not built on as effectively as it could be in key stages 1 and 2. The proprietor has not ensured that the school delivers its academic curriculum and personal development programme as it intends. Some staff lack the expertise to teach the curriculum consistently well. As a result, pupils do not achieve as well as they could.

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What is it like to attend this school?

Pupils enjoy visits that link to the curriculum they learn. They look forward to their upcoming sports day and learn about different types of safety. They understand how to make a positive difference to their community. Although pupils demonstrate positive attitudes towards different communities, the school’s curriculum has not ensured that they learn about the diverse communities in modern society fully.

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better?

Alongside Islamic subjects, the school offers pupils a broad and balanced curriculum. Teachers have carefully planned the order of learning within and across year groups. In most subjects, teachers are clear about the content of the curriculum and when to teach it. In subjects such as mathematics, this is having a positive impact and pupils can recall more knowledge over time.

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better?

All pupils learn the same curriculum. The school has chosen not to identify groups of pupils according to their needs. This includes pupils with special educational needs and/or disabilities (SEND). Teachers provide some adaptations for pupils who need additional support, such as enlarged texts or modified activities. However, some pupils with SEND become overly dependent on adults to access their learning. This is because learning activities are not suitably adapted to meet their needs.

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better?

Key staff help teachers to develop the expertise to deliver the curriculum. However, this is not sufficient because some staff continue to lack the necessary subject knowledge needed to teach the curriculum effectively. Pupils sometimes complete tasks that do not deepen their understanding of a subject. Occasionally, teachers miss the chance to correct misconceptions. As a result, a few pupils repeat the same basic mistakes.

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better?

In the early years, staff teach the phonics programme well. However, this is not consistent across school. Some staff do not have sufficient knowledge to deliver the early reading programme as intended. Sometimes, reading books do not match 24 to 26 June 2025 pupils’ stages of development. At times, pupils who need extra help to catch up with their reading do not receive the support that they need.

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better?

Each classroom has a book area to help pupils to develop a love of reading. Pupils enjoy reading and sharing different types of texts in class. For example, Year 6 pupils develop their understanding of figurative language in poems.

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better?

The school has recently started to work alongside the local authority to raise expectations of pupils’ attendance and punctuality. These procedures are beginning to have a positive impact. The school has clear systems in place to make the necessary checks should a pupil not attend school. It fully understands its responsibilities for when a pupil is removed from the school’s roll.

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better?

The school’s new behaviour systems are effective. Pupils earn rewards and respond positively to the school’s routines and expectations in behaviour. Staff manage behaviour well. The school monitors behaviour trends closely. This allows staff to identify patterns in behaviour and put appropriate support in place.

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better?

Pupils learn about the value of kindness and the impact of good deeds. They recognise how to stay healthy, in body and mind. They understand the importance of tolerance and respect for others’ views. However, pupils do not have a breadth of understanding of different groups in society or an age-appropriate understanding of the values that shape modern British society, because the curriculum, up until recently, did not teach these in sufficient detail.

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better?

The proprietor has not fully achieved the school’s aims and ambitions for the quality of education and personal development. It does not ensure that staff have the expertise to deliver these confidently and accurately. Its quality assurance systems to check on how well pupils are learning the intended curriculum are underdeveloped. However, the proprietor has a robust understanding of the schools’ premises, pupils’ welfare, health and safety, and behaviour. The proprietor has already started to address the areas for improvement identified in this inspection.

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better?

The proprietor ensures that the school meets its statutory responsibilities under schedule 10 of the Equality Act 2010. The school meets all of the independent school standards.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 The school’s phonics programme is not taught consistently well across the school. Pupils who need extra help do not always receive the right support. This slows down how well pupils progress in their ability to read. The school should ensure 24 to 26 June 2025 that all staff have the necessary expertise to teach the early reading programme effectively, so that all pupils learn to read with accuracy and fluency.  Not all staff have the expertise to deliver the intended curriculum. Some of the activities pupils complete do not help them to deepen their understanding of important content. At times, teachers’ explanations lack clarity, and they do not consistently make systematic checks on pupils’ learning to identify misconceptions. As a result, pupils’ progress through the curriculum slows. The school should ensure that all staff are equipped with the necessary knowledge and expertise to teach the curriculum effectively, so that all pupils know more and

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(Information for the school and proprietor)

remember more over time.  The school has not ensured that staff have sufficient knowledge to adapt learning well enough for pupils with SEND. As a result, pupils with SEND do not access the curriculum as effectively as they should. The school should ensure that teachers are equipped with the necessary information, knowledge and expertise to make effective adaptations to the curriculum, so that pupils with SEND achieve their potential.  Aspects of the school’s quality assurance processes are not as securely embedded as they should be. As a result, the school lacks a comprehensive understanding of its strengths and areas for development. The proprietor should ensure that quality assurance systems are effective and support the school’s strategic planning for future improvements, particularly for the quality of education.  The school’s curriculum has not helped pupils to have an age-appropriate understanding of fundamental British values and protected groups in society as,

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(Information for the school and proprietor)

until now, the breadth of what was needed was not taught. This limits pupils’ ability to understand the similarities and differences among various communities in modern British society. The school should continue to build on its personal development programme to ensure that pupils have an age-appropriate understanding of protected groups and a full appreciation of the values that underpin contemporary British society.

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How can I feed back my views?

or to 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. 24 to 26 June 2025

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School details

Unique reference number 136425 DfE registration number 892/6074

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School details

Inspection number 10374817 Type of school Other Independent School

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School details

Date of previous inspection 19 to 21 July 2022 24 to 26 June 2025

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Information about this school

 Green Crescent School is an independent day school for pupils aged 4 to 11. The school has an Islamic ethos.  The school’s previous standard inspection was in July 2022.  The school operates from a single building at Queensberry Street, Basford, Nottingham, Nottinghamshire NG6 0DG.  A nursery, owned by the proprietor group, operates on the ground floor of the school’s premises.  Currently 216 pupils are on roll at the school. The school is registered to admit a maximum of 170 pupils. It has exceeded the maximum number of pupils on roll that it is registered to admit. The school has not notified the DfE that it is operating beyond its registration agreement.  At the time of the inspection, the school did not have a website. However, it ensures that the necessary documents that would be maintained on the website are made available to parents on request.  The school does not currently use any alternative provision.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with leaders and have taken this into account in their evaluation.  Inspectors met with the headteacher and senior leaders. They met with a range of staff, including those with oversight for the curriculum and behaviour.  The lead inspector met with the proprietor.  Inspectors carried out deep dives in reading, mathematics, physical education and personal, social and health education. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum plans, visited sample lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work. They listened to pupils read.  Inspectors also sampled other subjects in the school’s curriculum, including English, history and art and design. 24 to 26 June 2025

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Information about this inspection

 To evaluate the effectiveness of safeguarding, inspectors: met with leaders; reviewed the single central record; took account of the views of leaders, staff and pupils; reviewed safeguarding records; and considered the extent to which the school has created a positive culture around safeguarding that puts pupils’ interests first.  Inspectors spoke with pupils about various aspects of school life. They observed pupils’ conduct in lessons, around school and during social times.  The lead inspector toured the premises to review the suitability of the accommodation.  Inspectors considered a range of school documents. They reviewed a range of policies, including those related to health and safety, risk assessments, curriculum and complaints.  Inspectors spoke to parents on site and took account of the responses to Ofsted’s Parent View. There were no responses to the Ofsted surveys for staff and pupils.

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Information about this inspection

The school’s proposed change to the maximum number of pupils. The school has applied to the Department for Education (DfE) to make a ‘material change’ to its registration. At the DfE’s request, we checked whether the school is likely to meet the relevant independent school standards if the DfE decides to approve the change. This part of the inspection was carried out under section 162(4) of the Education Act 2002.

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Information about this inspection

 The outcome of this part of the inspection is: the school is unlikely to meet

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the relevant independent school standards if the material changes

relating to the school provision are implemented.  The school does not have a sufficient number of toilets and hand basins to support the proposed material change. The school building spans four floors. For each gender, most toilet facilities are located on a single floor on one side of the building. These facilities are shared by all pupils, including children in the early years.  The school has an appropriate understanding of its responsibilities in relation to safeguarding. Leaders are aware of the potential additional safeguarding needs and risks that may arise should the school increase the number of pupils on roll.  The proprietor has a sound understanding of the necessary recruitment checks required before new staff begin working at the school.  The proprietor has refurbished previously unused parts of the school building. Additional classroom spaces have been created to accommodate more pupils.

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the relevant independent school standards if the material changes

These spaces are appropriate for their intended use and are suitably resourced.  The school has a sound understanding of the necessary health and safety checks required for the proposed material change. The current systems enable the proprietor to expand upon existing checks related to the premises, as well as welfare, health and safety. Appropriate risk assessments are in place. 24 to 26 June 2025

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Part 5. Premises of and accommodation at schools

23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that– – 23(1)(a) suitable toilet and washing facilities are provided for the sole use of pupils.

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Inspection team

Shaheen Hussain, lead inspector His Majesty’s Inspector

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Inspection team

Christine Horrocks Ofsted Inspector 24 to 26 June 2025 to 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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