The Greetland Academy

The Greetland Academy

Address: School Street, Greetland, Halifax, West Yorkshire, HX4 8JB Unique reference number (URN): 136375

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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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Achievement Strong standard

Pupils achieve consistently well across the curriculum. This is reflected in pupils' outcomes in national tests and assessments. These have consistently been significantly above the national average for all pupils and for disadvantaged pupils over time. Pupils are very well prepared for their next steps in education.

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Achievement Strong standard

Leaders have established highly effective systems to ensure that pupils secure the basic skills in reading, writing and mathematics. This supports pupils to develop detailed knowledge across the curriculum. Pupils retain learning securely and build their knowledge quickly. Pupils who have gaps in their knowledge and skills are well supported to close these gaps.

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Achievement Strong standard

Leaders ensure that pupils who face barriers to their learning are supported effectively to learn well across the curriculum. This includes pupils with special educational needs and/or disabilities and pupils who are disadvantaged. This allows pupils to make strong progress from their respective starting points.

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Attendance and behaviour Strong standard

Pupils feel a strong sense of belonging and enjoy being at school. Pupils attend very well because they do not want to miss learning. Leaders analyse attendance information rigorously and use this to identify the barriers that pupils face to good attendance. Leaders have implemented very effective systems to address these barriers. The positive impact of leaders' work to further improve the attendance of disadvantaged pupils exemplifies this. Leaders promote the importance of good attendance widely with pupils and parents. On the rare occasion that a pupil's attendance falls below leaders' high expectations, they address this swiftly and effectively.

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Attendance and behaviour Strong standard

Pupils' behaviour is impeccable. They are polite and respectful towards one another and towards adults. Classrooms are calm, happy environments where pupils can enjoy their learning without interruption. Bullying is very uncommon and pupils know that staff would address it immediately and effectively if it did happen. There are very few instances of discriminatory behaviour. The positive behaviour system across the school is highly effective in supporting the very small number of pupils who occasionally struggle to regulate their behaviour. Pupils value the rewards system across the school, and this motivates them to behave and learn well.

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Curriculum and teaching Strong standard

Leaders have established a high-quality curriculum across all subjects which is well sequenced and ambitious. Leaders systematically review the impact of the taught curriculum. They use this information to ensure that it supports all pupils to build and deepen their knowledge and skills successfully over time. This includes pupils who have special educational needs and/or disabilities, pupils who are disadvantaged and pupils who face other barriers to their learning. Teachers have expert knowledge and deliver the curriculum highly effectively. Lessons start with a ‘give me five’ activity, which ensures that pupils have a secure understanding of the most important knowledge that they will need to access new learning. Teachers check pupils’ learning consistently well. Where there are misconceptions or misunderstandings, teachers address these quickly and effectively.

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Curriculum and teaching Strong standard

Leaders have established a significant focus on developing pupils' vocabulary. This helps pupils to become fluent and confident in explaining their understanding of important concepts. Pupils relish the regular and well-considered opportunities to show their learning successfully through independent activities. Pupils enjoy going to the school's library, and they read widely and independently.

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Curriculum and teaching Strong standard

At the end of each week, all pupils complete a ‘rocket roundup’ activity. This allows teachers to establish pupils’ retention of learning across the curriculum. Where there are gaps in pupils’ knowledge, teachers address these swiftly and well. Similarly, where pupils have gaps in their basic skills, such as in handwriting or spelling, leaders have ensured that there are appropriate systems to address these areas successfully.

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Early years Strong standard

The early years learning environment is happy and welcoming. It is structured and purposeful. There are well-established routines. The curriculum is well planned and sequenced. Children are engaged and enthused by their learning. They learn to read through the school's phonics programme from the moment they arrive. Teachers and other adults deliver this programme expertly and with precision. This ensures that children get off to a flying start in their learning.

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Early years Strong standard

Leaders ensure that children’s starting points are identified quickly through robust systems of assessment. Where children face barriers to their learning, including children who are disadvantaged and children with special educational needs and/or disabilities, these are addressed swiftly and effectively through well-considered, bespoke support strategies. This ensures that all children achieve well across the 7 areas of learning and development.

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Early years Strong standard

Leaders have ensured that the curriculum builds children’s personal, social and emotional development successfully. Events such as World Mental Health Day support children to understand how to manage their own wellbeing. Children behave politely and well. They listen carefully to one another and adults and they understand the importance of taking turns. Adults interact consistently well with children. They model behaviour, communication and language highly effectively. This builds children’s vocabulary and confidence quickly and prepares them extremely well for key stage 1.

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Inclusion Strong standard

Leaders have successfully embedded a culture of inclusion across the school. They identify pupils’ needs quickly and accurately. Leaders work closely with staff, pupils, families and a range of external agencies to pinpoint specific, personalised strategies to support pupils who are disadvantaged, pupils with special educational needs and/or disabilities and pupils who face other barriers to their learning. This includes pupils who are known, or previously known, to social care. These strategies are highly effective in ensuring that all pupils achieve well and enjoy learning.

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Inclusion Strong standard

Leaders check the progress of vulnerable pupils across the school carefully. They use this information to ensure that support strategies are adjusted quickly and effectively where necessary. The school’s comprehensive professional learning programme supports staff to understand how to meet the needs of all pupils well.

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Inclusion Strong standard

The school’s pupil premium strategy is well considered. It recognises a range of barriers that disadvantaged pupils face and draws upon evidence-based approaches to address these. Leaders identify and record specific strategies relevant to each pupil through individual ‘one page plan’ documents. These are implemented consistently and effectively by staff across the school.

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Leadership and governance Strong standard

Leaders at all levels have a clear and comprehensive understanding of the school’s many strengths. There is no sense of complacency. They have established a culture of continuous improvement that includes all stakeholders. Leaders, trustees, governors and staff are united in their determination to give pupils the best possible start in life. Trustees and governors meet all of their statutory duties and know the school well. They support and challenge leaders appropriately and effectively to ensure that their high aspirations are achieved.

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Leadership and governance Strong standard

Systems of quality assurance are rigorous and robust. Leaders are outward-looking. They work with a range of external partners and draw upon high-quality evidence and research to ensure that the professional learning programme is precisely matched to whole-school priorities for further improvement. This supports staff to become experts in their respective areas.

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Leadership and governance Strong standard

Staff are unanimously positive about the way in which leaders support their workload and wellbeing. They feel valued and lucky to work at the school. Leaders have established a range of systems to ensure that parents are widely involved in their children’s education. These include regular drop-in events, such as coffee mornings and an online platform that allows parents to see the work that their children complete in school. Parents are extremely positive about the school. They are rightly proud to send their children to The Greetland Academy.

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Personal development and wellbeing Strong standard

Leaders have established an extensive and well-structured personal development and wellbeing programme across the school. Pupils develop and deepen their knowledge and understanding of personal, social and health education (PSHE) over time. This includes pupils with special educational needs and/or disabilities, disadvantaged pupils and pupils who face other barriers to their learning. The programme supports pupils to become resilient and independent learners who are reflective and learn from their mistakes.

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Personal development and wellbeing Strong standard

Half-termly ‘values weeks’ help pupils to learn the importance of the fundamental British values and protected characteristics. Pupils demonstrate their understanding of these in their respectful, tolerant behaviour towards others. Pupils recognise and value the importance of diversity.

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Personal development and wellbeing Strong standard

Pupils learn how to keep themselves safe online and offline. They understand the importance of healthy relationships and consent. Local safeguarding risks are built into the PSHE programme, both proactively and reactively. For example, leaders organised an external group to present to pupils about water safety in response to recent concerns about the dangers of this in the region.

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Personal development and wellbeing Strong standard

There is a comprehensive range of pastoral support across the school. This includes the recently renovated nurture room, sensory corridors and support for pupils' mental health. Skilled practitioners in these areas support pupils expertly and well. Pupils are confident in taking up this support when they need to do so. It helps pupils to be able to attend school well, to access the curriculum and to thrive.

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Personal development and wellbeing Strong standard

There is an extensive enrichment programme across the school, and most pupils take advantage of this. Leaders have ensured that this is tailored to the needs and interests of pupils. For example, leaders recently introduced a gardening club in response to a request from pupils on the school council. Pupils benefit from a range of trips and visits. These include litter picking trips to the beach and 2 residential trips during key stage 2. Pupils also speak passionately about their recent visit to a refugee centre. This is linked to ‘The School of Sanctuary’, which has been awarded to the school and recognises leaders’ work in educating pupils about the importance of welcoming diversity across the community.

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

The Greetland Academy is a safe, highly inclusive and welcoming school where pupils flourish and thrive. Pupils enjoy warm, caring relationships with adults. They are proud to attend the school. Pupils understand the importance of education and enjoy learning. They are happy and feel a strong sense of belonging. Pupils want to come to school. They achieve consistently highly and make excellent progress from their respective starting points.

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

The school is calm and orderly throughout. During lesson times, pupils engage in activities enthusiastically and show a thirst for learning. This includes children in the early years. Teachers and adults help pupils to build their knowledge, skills and independence quickly and well. At breaktimes and lunchtimes, pupils enjoy one another’s company. They behave respectfully and sensibly. Older pupils are very positive role models to younger pupils. Bullying is extremely rare. If it happens, it is dealt with quickly and effectively.

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

Pupils speak excitedly about the wide range of clubs that they are able to attend. These include film club, skateboarding club, cooking club, self-defence club and debating club. Pupils appreciate the time that staff dedicate to offering these opportunities. Most pupils take advantage of them. Many pupils are also involved in leadership roles across the school. These include funky food ambassadors, play leaders and members of the school council. Pupils appreciate the way in which these roles allow them to influence the school’s

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Team inspectors:

Claire Leech, Ofsted Inspector Hannah Cuddy, Ofsted Inspector Abi Mulligan, His Majesty's Inspector provision. For example, funky food ambassadors recently led assemblies to their peers to teach pupils about healthy eating.

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Next steps

Leaders should continue to refine and develop the school’s highly effective provision so that it has a transformational impact on all pupils’ educational experience.

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About this inspection

This school is part of Great Heights 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), Amanda Bennett, and overseen by a board of trustees, chaired by Carlton Midgley.

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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 executive principal and other members of the senior leadership team during the inspection. Inspectors also met with teaching and support staff. The lead inspector held meetings with members of the board of trustees and the local governing body. He also met with the CEO of the trust.

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About this inspection

Inspectors spoke with several groups of pupils, as well as having discussions with pupils in lessons and at breaktimes and lunchtimes.

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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 does not make use of any alternative provision.

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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. National average: 26.3%

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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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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Disadvantaged pupils reaching the expected standard in reading

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

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2022/23 (final) 100% 59% Above ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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