Greenfields Primary School

Greenfields Primary School

Address: Ellesborough Close, Watford, Hertfordshire, WD19 6QH Unique reference number (URN): 117193

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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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Early years Strong standard

Staff work closely with families from the earliest stages to understand children's strengths, needs and experiences. They identify families who may require additional support and, where appropriate, arrange for children to attend the nursery earlier than usual. This helps staff to build strong relationships with families and children. They put highly effective support in place quickly. As a result, children develop a strong sense of belonging, feel safe and make a very positive start in their learning.

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Early years Strong standard

Communication and language are at the heart of the early years curriculum. Leaders use their understanding of children's strengths, needs and experiences to design learning that builds the knowledge and skills children need. Every activity has a clear purpose. Adults model language skilfully, encourage meaningful conversation and help children to participate confidently in learning.

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Early years Strong standard

Children who start at different times, including those who are disadvantaged or who have special educational needs and/or disabilities, are welcomed successfully into the school community. Staff monitor their development closely and adapt support carefully when needed. This close attention continues as children move through the school. As a result, children progress rapidly from their various starting points and are very well prepared for Year 1.

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Inclusion Strong standard

Inclusion is at the heart of the school's work. Leaders have a detailed understanding of the barriers that some pupils face. They ensure that staff have the information they need to respond effectively. Staff work closely with families to identify needs and reduce barriers to learning and wellbeing. They secure help quickly when concerns about attendance, welfare or learning arise. Information about pupils' learning and social and emotional development is used carefully so that support remains responsive.

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Inclusion Strong standard

Staff are ambitious for all pupils. Additional support is matched closely to pupils facing the greatest challenges. Funding for disadvantaged pupils is used well to support attendance, participation and learning. As a result, disadvantaged pupils, pupils with special educational needs and/or disabilities and pupils with other potential barriers to their learning take a full part in school life.

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Inclusion Strong standard

Leaders work effectively with families, external agencies and specialists to secure the help that pupils need. They review the impact of support carefully and respond when circumstances change. Staff ensure that pupils with a wide range of needs remain fully involved in learning and the wider life of the school.

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Inclusion Strong standard

The school's inclusive culture is embedded throughout daily life. Pupils show understanding and respect towards those who need additional support. Adults provide support sensitively, enabling learning to continue successfully for all. Pupils achieve well from their individual starting points and are prepared well for the next stage of their education.

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Achievement Expected standard

Overall, pupils achieve well in national tests. Combined outcomes in reading, writing and mathematics are broadly in line with national averages over time. Reading and mathematics outcomes are consistently above national averages. Writing outcomes are broadly in line with national averages.

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Achievement Expected standard

Pupils achieve well from their various starting points. Children get off to a positive start in the early years and continue to build their knowledge and skills as they move through the school. Pupils speak confidently about their learning. They can explain what they have learned across a range of subjects. Pupils recall previous learning and make connections between different subjects.

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Achievement Expected standard

Disadvantaged pupils and pupils with special educational needs and/or disabilities achieve well. Leaders identify barriers to learning early and provide support that helps pupils participate fully in school life and learning. Leaders have prioritised the development of writing so that pupils build writing knowledge and skills throughout the curriculum. However, inconsistencies in how teachers check learning and apply their expectations of writing mean that some pupils do not achieve as highly as they might.

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Attendance and behaviour Expected standard

Leaders place a strong emphasis on ensuring that pupils understand the importance of good attendance. They know pupils and their families well and respond quickly when concerns arise. Staff work persistently with families, providing support, challenge and practical help to overcome barriers to attendance. Leaders use a wide range of strategies and work closely with external agencies when additional support is needed. Attendance concerns are followed up rigorously. Leaders take prompt action when pupils are at risk of missing education. As a result, pupils and families receive timely support and attendance is improving. However, attendance remains below national averages, reflecting the challenges faced by some pupils and families and the number of pupils who join the school with historically low attendance.

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Attendance and behaviour Expected standard

Behaviour across the school is calm, positive and inclusive. Pupils behave well in lessons and during social times. Bullying is uncommon, and staff address any instances of poor behaviour or discriminatory language promptly and effectively. Leaders recognise that some pupils encounter less respectful attitudes and language beyond school. They have adapted the curriculum and wider support programme to reinforce respect, inclusion and positive relationships. Staff understand pupils' individual needs and provide skilled support when difficulties arise. As a result, pupils with a wide range of needs learn successfully. Pupils feel safe. Their learning is rarely disrupted.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum that reflects the needs of the school's community. It provides pupils with a broad range of learning experiences. Leaders have given careful thought to the knowledge, vocabulary and skills pupils need to learn, particularly in the early years. They review the curriculum regularly and have an accurate understanding of its strengths and areas for development.

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Curriculum and teaching Expected standard

Teaching supports pupils to access learning successfully. Reading and the teaching of phonics take high priority, meaning pupils achieve well. Teachers generally know what pupils know, understand and can do. They adapt learning and provide additional support when needed, including for pupils with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

Learning is typically structured well. It helps pupils develop their knowledge and skills over time. Pupils can recall previous learning across a range of subjects. However, teachers do not consistently ensure that learning is broken down into manageable steps. On occasion, this means that pupils do not remain focused on the skills they need to develop. Staff expectations for presentation and the accurate application of writing skills are not applied consistently. As a result, a small number of pupils do not develop and apply their knowledge and skills as securely as they could.

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Leadership and governance Expected standard

Leaders have created a warm, inclusive and ambitious culture where pupils and families are known well and supported effectively. Leaders have an accurate understanding of the school's strengths and the challenges faced by many pupils and families. Leaders use this understanding to make thoughtful decisions that reflect the needs of the community and help pupils succeed. As a result, pupils feel safe, valued and fully included in school life.

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Leadership and governance Expected standard

Leaders have high expectations for pupils' learning, behaviour and personal development. They identify priorities accurately and take purposeful action to improve pupils' experiences and outcomes. Their commitment to inclusion is evident. Leaders adapt communication methods to reflect the needs of their community and to strengthen engagement with families. Leaders work closely with families and external agencies to secure support for pupils who need it. As a result, pupils receive the help they need to participate fully in school life and learning.

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Leadership and governance Expected standard

Staff feel valued and supported. Leaders provide professional development, consider workload and encourage staff to contribute to school improvement. This creates a positive culture where staff work collaboratively and remain focused on improving outcomes for pupils.

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Leadership and governance Expected standard

Governors know the school well and understand both its strengths and areas for development. They provide effective support and challenge and fulfil their statutory responsibilities effectively. Together, leaders and governors promote a culture of reflection and continuous improvement that helps ensure pupils are well prepared for the next stage of their education.

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Personal development and wellbeing Expected standard

Leaders have designed a well-planned personal development programme that broadens pupils' experiences and helps prepare them for life beyond primary school. They are committed to ensuring that all pupils, including those who may face additional barriers, benefit from the opportunities the school provides.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide range of experiences that extend beyond the classroom. Educational visits, residential experiences, sporting opportunities and enrichment activities help pupils develop confidence and deepen their understanding of the world around them. Pupils speak enthusiastically about opportunities such as leadership roles, community events and environmental projects. As a result, they develop responsibility, resilience and an understanding of how they can make a positive contribution to their community.

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Personal development and wellbeing Expected standard

Through the personal, social and health education curriculum and wider experiences, pupils develop a strong understanding of democracy, individual liberty, mutual respect and the rule of law. They learn about different faiths, cultures and beliefs. Pupils understand the importance of treating others with respect. As a result, they value diversity, appreciate different viewpoints and are well prepared to live and work in modern Britain.

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Personal development and wellbeing Expected standard

Pupils understand how to keep themselves safe, including when online, and know where to seek help if they have concerns. They benefit from an effective pastoral support system. Leaders respond appropriately to emerging issues and adapt the personal development programme to ensure that pupils continue to develop an increasingly secure understanding of respect, inclusion and positive relationships. Pupils understand the importance of a balanced diet and how to keep themselves fit and healthy. Consequently, pupils feel safe, develop confidence in expressing their views and are prepared well for the next stage of their education and life beyond school.

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

Pupils experience a warm, welcoming and inclusive school where they are known, valued and cared for as individuals. Many pupils join the school at different points in their education or have special educational needs and/or disabilities (SEND). Staff work closely with families from the start to understand children's needs and to provide support when it is needed. As a result, pupils settle quickly, develop a sense of belonging and feel safe because they know that staff care about them.

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

Pupils enjoy learning and speak enthusiastically about the opportunities available to them. They particularly value books, educational visits, sport and the wider curriculum. Pupils talk confidently about what they have learned and can explain how new learning builds on what they already know. Whether discussing ancient Egypt, tropical rainforests or recent visits and experiences, pupils demonstrate growing knowledge and understanding of the world around them. Pupils develop confidence and achieve well across the curriculum, including in reading, writing and mathematics. Relationships between pupils and staff are caring, respectful and supportive. Pupils value difference and treat others fairly. They respect different cultures, beliefs and backgrounds. Pupils understand the importance of contributing positively to their community and to life in modern Britain. They learn alongside classmates with a wide range of needs. They

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

demonstrate patience, understanding and acceptance towards others. Pupils are confident that bullying or unkind behaviour are addressed quickly.

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

Behaviour in lessons and during social times is typically positive. There is a calm atmosphere around the school. Staff work persistently with pupils and families to improve attendance so that pupils, including those who are disadvantaged, pupils with SEND and pupils who speak English as an additional language, participate fully in school life and the many opportunities the school provides. By the time they leave, pupils are well prepared for the next stage of their education.

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Next steps

Leaders should ensure that teachers use checks on pupils' learning consistently well so that learning is broken into manageable steps and focused on the important knowledge and skills that they want pupils to learn. Leaders should ensure that their high expectations for pupils' presentation and the accurate application of writing skills are applied consistently across the curriculum.

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About this inspection

The chair of the board of governors in this school is Zoe Baines.

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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

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 the headteacher, senior leaders, teachers and support staff. They also spoke with governors, including the chair of governors, the school improvement partner and leaders of alternative provision.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school makes use of 2 registered alternative providers.

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About this inspection

The school runs its own breakfast and after-school club.

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Team inspectors:

Mark Sim, Ofsted Inspector Karen Stanton, 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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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) 67% 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

2022/23 (final) 76% 73% 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

2024/25 (final) 70% 72% Close to average

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average

2023/24 (final) 76% 72% 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

2022/23 (final) 76% 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) 43% 47% Close to average

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national average

2022/23 (final) 44% 44% 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) 71% 63% Close to average

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average

2023/24 (final) 60% 62% Close to average

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average

2022/23 (final) 67% 60% 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) 57% 59% Close to average

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average

2023/24 (final) 60% 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) 71% 61% Close to average

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average

2022/23 (final) 67% 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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national average

2023/24 (3 term) 5.3% 5.5% Close to average

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national average

2022/23 (3 term) 6.5% 5.9% Close to average

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Persistent absence

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

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national average

2023/24 (3 term) 13.2% 14.6% Close to average

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national average

2022/23 (3 term) 18.0% 16.2% Close to average

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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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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