Greenacres Primary School and Language Impairment Unit

Impairment Unit

Address: Witherston Way, Eltham, London, SE9 3JN Unique reference number (URN): 145210

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Strong standard

The school’s inclusive practice is rooted in its commitment to ensuring that pupils and their families feel welcome and that they belong. Staff act promptly to understand any barriers to learning and wellbeing that pupils may face. They take the time to learn about each pupil’s individual circumstances. As a result, pastoral and academic support is put in place quickly and appropriately. This enables pupils to engage fully with school life, including the curriculum and wider enrichment opportunities. Leaders use additional funding carefully and closely review its impact. They ensure that disadvantaged pupils achieve and benefit fully from everything the school offers.

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Inclusion Strong standard

Leaders consider the challenges pupils may experience, both immediately and over time, and adapt the curriculum accordingly. This is especially important for pupils with more complex communication and learning needs. Pupils with special educational needs and/or disabilities receive skilled support to develop their communication and independence. Staff are well trained to deliver the school’s inclusive approach. They receive professional learning from a range of experts to accurately meet pupils’ needs. Leaders regularly review the impact of pupils' support. As pupils’ needs evolve, support is refined in partnership with families and external specialists, ensuring it remains highly effective and responsive.

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Personal development and wellbeing Strong standard

The school’s personal development offer is thoughtfully designed. The promotion of diversity and inclusion runs through every aspect of the school’s ethos. This has created an embedded culture where all pupils can feel represented and valued. Leaders are ambitious for every pupil and ensure they can access a rich variety of meaningful experiences.

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Personal development and wellbeing Strong standard

Staff know pupils very well and are proactive in identifying additional activities that enhance their personal development, such as mentoring or bespoke wellbeing support. The needs of pupils with special educational needs and/or disabilities and those who are disadvantaged are considered carefully. Leaders are robust in their approach to checking that every pupil has equal access to the school’s high ‑ quality enrichment offer.

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Personal development and wellbeing Strong standard

Through the personal, social and health education curriculum, pupils gain a secure understanding of how to keep themselves safe, both online and in the wider world. The school’s relationships curriculum and pastoral support help pupils develop confidence in discussing healthy relationships, positive mental health and ways to maintain their wellbeing. Pupils speak with assurance about staying safe in different situations, including when using technology.

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Personal development and wellbeing Strong standard

Pupils have the opportunity to take on positions of leadership and responsibility. This supports pupils' understanding of the fundamental British values. For example, pupils can become playtime buddies or members of the online safety squad. They relish these opportunities and understand the impact of their roles. They support their peers to work together, resolve conflicts and feel safe. Pupils show maturity, respect and an appreciation of kindness and wellbeing.

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Expected standard

Leaders have also mapped out a wide range of experiences to broaden pupils’ interests and deepen their understanding of life in modern Britain. Pupils visit places of worship, celebrate different festivals and apply their learning in real-life contexts. Overnight stays at adventurous activity centres, sporting competitions and regular performances to audiences further develop pupils’ independence, confidence and self-esteem.

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Achievement Expected standard

The school places a strong emphasis on pupils gaining secure knowledge of reading, writing and mathematics so they can access learning across all subjects. The school has a higher ‑ than ‑ average proportion of pupils with special educational needs and/or disabilities and complex learning needs. This influences published national data, but does not reflect the progress these pupils make from their individual starting points. By the time they leave, pupils, including those who are disadvantaged, achieve outcomes broadly in line with national expectations. As a result, when pupils leave the school, they are generally well prepared for secondary school.

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Achievement Expected standard

The school’s commitment to every pupil’s academic, social, cultural and emotional development is clear. Many pupils demonstrate achievement across a range of curriculum subjects and in their personal development. For example, pupils learn to communicate confidently and develop the independence needed to engage fully in their learning.

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Attendance and behaviour Expected standard

The school’s published attendance figures, which are currently below the national average, do not fully reflect the determined work leaders do each day to help every child attend consistently. Staff know each family well and use this understanding to put the right support in place so that good attendance becomes routine. This support is reviewed often to ensure it meets pupils’ individual needs. For example, leaders have adjusted nursery hours to make attendance easier for families. They use additional funding effectively so that more pupils can get to school reliably. This work is beginning to show an impact. For some pupils, their attendance is improving. Leaders also work closely with parents, carers and the wider community to remove barriers and to help families understand why daily attendance matters. They create a welcoming environment where pupils want to be and where learning feels enjoyable and purposeful.

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Attendance and behaviour Expected standard

Pupils’ behaviour in lessons and around school is calm and purposeful. They show positive attitudes and support one another in their learning. Clear routines and high expectations are understood by all. Staff respond quickly and consistently to any concerns. Pupils feel confident seeking help. When pupils need extra help managing their emotions or behaviour, staff provide timely and highly effective support.

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Curriculum and teaching Expected standard

Leaders have developed a well ‑ organised curriculum that sets out knowledge in a clear, progressive sequence, so that pupils can build securely on what they already know. Leaders have refined the school's approaches to teaching and learning. This includes working with external experts to identify and understand where the teaching of reading can be improved. They ensure staff receive training that equips them to teach subjects effectively. Teachers typically use this well in the classroom. However, time is needed to ensure these approaches positively impact pupils' outcomes. Teachers typically check pupils’ understanding regularly to spot pupils' misconceptions. They give pupils opportunities to revisit and deepen their learning.

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Curriculum and teaching Expected standard

Pupils with special educational needs and/or disabilities and those who are disadvantaged receive precise support. Teachers adapt tasks to help pupils learn essential content and make steady progress through the curriculum. Some pupils have education, health and care plans. Staff use these to appropriately identify and teach pupils the important knowledge they should acquire through bespoke programmes.

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Curriculum and teaching Expected standard

Early reading, writing and mathematics are prioritised so that pupils gain the foundations needed for success across the curriculum. When pupils begin to fall behind, staff act quickly to provide targeted support. This supports pupils to keep pace with their peers.

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Early years Expected standard

Staff in the early years create a calm, caring and purposeful atmosphere in which children feel secure and valued. Staff take time to understand each child’s starting point, strengths and emerging needs. When children require additional help, leaders act swiftly, drawing on the expertise of specialist teachers and maintaining close communication with parents and carers. Disadvantaged children and those with special educational needs and/or disabilities benefit from well ‑ judged adaptations. As a result, children settle quickly and are happy and engaged.

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Early years Expected standard

The early years curriculum is ambitious and inclusive. It is constructed around children’s developmental stages, ensuring that learning builds securely over time. Reading forms a central thread throughout the curriculum. Leaders have taken deliberate steps to strengthen phonics teaching. This work is starting to show some impact. For example, more children are securing the essential early skills needed for reading and writing. As a result, children typically make progress from their starting points and are prepared for their next stage of learning.

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Early years Expected standard

Children involve themselves eagerly in activities across the indoor and outdoor environments. Staff typically make the most of these moments, drawing on recent training that has strengthened the school’s approach to developing the children's language and vocabulary. Staff generally use rich language and encourage children to articulate their thinking. These interactions help children grow in confidence, independence and their communication. Staff support children to understand their feelings with increasing confidence. As such, children learn and play with and alongside one another well.

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Leadership and governance Expected standard

Leaders, including those responsible for governance, know the school and its community well. Their understanding of pupils’ needs, including the wider context in which families live, shapes much of the school’s work. Constructive relationships with parents and carers are maintained. Community events, such as cooking workshops, help parents to feel that they are also included.

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Leadership and governance Expected standard

Leaders demonstrate a clear and robust understanding of what the school does well and where its work can be improved. They have acted on the most significant priorities, for example, working with external specialists to further develop the teaching of reading. While this work is underway, more time is needed before its full impact becomes evident in daily practice and in pupils’ outcomes.

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Leadership and governance Expected standard

Trust leaders and those responsible for governance maintain a clear overview of the school’s priorities. They effectively challenge school leaders, ensuring that decisions are made in the best interests of pupils. They utilise regular review processes to check how well leaders’ actions are progressing. They work with leaders to identify where further refinement is needed and to ensure they have the necessary means to achieve their aims.

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Leadership and governance Expected standard

Leaders regularly check the quality of the curriculum and teaching, making changes where needed so that provision continues to meet the needs of all pupils, including those with special educational needs and/or disabilities and pupils who are disadvantaged. Staff speak positively about working at the school and feel well-equipped with the knowledge and resources they need to teach effectively.

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What it's like to be a pupil at this school

This is a school where every pupil feels like they belong. The school's inclusive culture is embedded among its staff and pupils. As such, pupils work and play well together. They celebrate one another's differences. Pupils are kind and respectful. They take advantage of what the school has to offer. Pupils are happy and feel safe.

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What it's like to be a pupil at this school

All pupils are at the centre of the school's ambitions, including those who are disadvantaged or those who face additional barriers to their learning or wellbeing. Their needs are identified early and support is tailored so pupils can access and enjoy their learning. Pupils typically make steady progress from their starting points and leave the school achieving broadly in line with national expectations.

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What it's like to be a pupil at this school

Behaviour across the school is calm and highly positive. Classrooms are orderly and pupils enjoy their learning and take pride in their achievements. Lessons proceed without interruption. Pupils are considerate and treat everybody with fairness and respect. As a result, bullying is rare. Leaders deal with any incidents that occur swiftly and appropriately.

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What it's like to be a pupil at this school

Pupils generally attend school regularly and understand the importance of being in school every day. A small number, however, do not attend as well as they should. Pupils who struggle with attendance are supported through a range of targeted actions. Staff work closely with families and external agencies to remove barriers and encourage better routines.

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What it's like to be a pupil at this school

Pupils are prepared well for their future lives, not just academically but also socially. For example, pupils can become members of the eco council or pupil parliament. They identify meaningful ways they can make a positive contribution to the school and wider community. Pupils who are preparing to transition to secondary school are taught how to travel safely. They apply their learning through regular visits, such as to local places of worship, museums and football stadiums.

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Next steps

Leaders should continue to strengthen pedagogical approaches to enable all pupils to achieve well. Leaders should build upon the school's work to promote high rates of attendance, including intervening swiftly to support and challenge parents and carers with children whose attendance needs to improve.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

The school is part of the Maritime 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, Nick Osborne, and overseen by a board of trustees, chaired by Tiffany Beck.

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About this inspection

The school is led by the executive headteacher, Joanne Wilkinson-Tabi, who oversees 3 schools within the Maritime Academy Trust. The head of school for this school is Sarah Rose.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with leaders, trustees, governors and members of staff during the inspection.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school has 2 specialist resource provisions for pupils. One is for pupils with developmental language disorders. The other is for pupils who have an autism diagnosis and complex learning needs. The proportion of pupils with special educational needs and/or disabilities in the mainstream school is above average.

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About this inspection

Executive headteacher: Joanne Wilkinson-Tabi

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Team inspectors:

Sarah Lack, Ofsted Inspector Diana Valcheva, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 56% 62% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 76% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 76% 72% Close to average

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average

2022/23 (final) 67% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 76% 73% Close to average

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average

2022/23 (final) 70% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (final) 50% 47% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (final) 56% 63% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 56% 59% Close to average

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national average

2022/23 (final) 54% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 50% 61% Close to average

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average

2022/23 (final) 62% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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