Greenmount Primary School

Greenmount Primary School

Address: St Vincents Road, Ryde, Isle of Wight, PO33 3PT Unique reference number (URN): 118177

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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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Attendance and behaviour Expected standard

Leaders have strengthened the strategic leadership of attendance. They understand the school’s context and the barriers that some pupils face. Leaders use detailed analysis, targeted support and appropriate challenge to improve attendance. They take a tenacious approach to increasing the proportion of pupils who attend regularly. Leaders align this work closely with their wider approach to behaviour and inclusion. Attendance is improving, including for vulnerable pupils and those who face barriers to attending school. A small number of pupils access reduced timetables as part of leaders’ inclusive approach, which affects overall attendance figures. Nevertheless, leaders’ work is improving attendance over time. Although persistent absence remains high, the number of pupils who are persistently absent has reduced. This reflects the positive impact of leaders’ work.

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Attendance and behaviour Expected standard

Leaders have established a clear and consistent approach to behaviour. Staff take shared responsibility for promoting positive conduct. The school is generally calm and orderly, and pupils show largely positive attitudes to learning. Staff typically deal with bullying and any discriminatory or derogatory language quickly and effectively. On the whole, leaders address discrimination, harassment or abuse, both online and offline, consistently. Leaders use suspensions appropriately. Low exclusion rates reflect leaders’ inclusive approach and their use of alternative strategies to support pupils. Staff make reasonable adjustments to support pupils, including those with special educational needs and/or disabilities, so that they can meet expectations and engage positively with school routines.

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Early years Expected standard

Leaders prioritise the early years as the foundation for children’s learning. Staff have established a well-organised and nurturing environment for children from the age of 2. This ensures a secure start to children's education. Teachers plan and map the curriculum carefully across all areas of learning. It successfully meets the needs of children at different stages of development. Teaching is typically effective. Adults create a calm, purposeful environment and support children to explore, learn and develop independence.

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Early years Expected standard

Interactions between adults and children are warm and supportive. During structured sessions, such as phonics, early writing and mathematics, teaching prepares children well for the next stage of learning. Assessment is accurate and helps staff to identify children’s strengths and next steps effectively.

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Early years Expected standard

Children achieve well from their starting points. They develop key knowledge and skills, including in early reading and writing, and are increasingly confident learners. Provision for care and welfare is effective. Well-considered routines support children’s physical and emotional needs. Staff support children to develop independence through activities such as preparing their own snacks, including carefully cutting fruit under supervision.

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Early years Expected standard

The setting is inclusive, with careful support for children with additional needs. While interactions are generally purposeful, leaders recognise the importance of consistently

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Needs attention

maximising opportunities to extend children’s language. There is a focus on continually providing high-quality questioning and modelling during play.

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Personal development and wellbeing Expected standard

Leaders prioritise pupils' personal development and wellbeing. The school's personal development programme meets pupils' social, emotional and mental health needs effectively. It enables pupils to develop confidence, resilience and ambition. Pupils speak confidently about how to stay safe, including from online risks, and they demonstrate an age-appropriate understanding of relationships, consent and safeguarding. All pupils can identify trusted adults. Older pupils articulate clearly the difference between appropriate and inappropriate secrecy.

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Personal development and wellbeing Expected standard

Leaders use safeguarding information effectively to shape the curriculum and respond to emerging needs. This ensures that pupils learn about relevant issues, such as respectful language and managing online interactions. The school promotes British values effectively. Pupils experience democracy through applying for leadership roles. They participate in voting processes, including for the school and equality councils. Through this, they develop an understanding of fairness, representation and pupil voice.

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Personal development and wellbeing Expected standard

Provision is inclusive and carefully designed to meet the needs of all pupils. Pastoral support is a priority in the school. Leaders focus on developing pupils' sense of belonging. They make efforts to support families facing hardship through practical and sustained help. A toy-swap event helps pupils learn about sustainability and offer support for one another. This was well attended by the community. The extra-curricular offer is carefully tailored to the needs and interests of pupils. Leaders promote the growing engagement of pupils and staff. Pupils who are disadvantaged are actively supported to take part and are well represented in these clubs.

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Personal development and wellbeing Expected standard

Leaders have thoughtfully developed playtime provision to promote collaboration and social development. Pupils value these opportunities highly. This approach has contributed to improved relationships. Wider opportunities, including community engagement and equality- focused work, support pupils to become respectful, active citizens. Links with the local care home, for example, help pupils learn about supporting others and different life experiences.

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Achievement Needs attention

Published outcomes at the end of key stage 2 have been too low for too long. Pupils, including those who are disadvantaged, are attaining significantly below national averages. However, work in pupils’ books shows that achievement is improving.

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Achievement Needs attention

Across the curriculum, there are signs that pupils are beginning to secure important knowledge. In some subjects, pupils demonstrate fluent recall of previously taught content. This is particularly the case for younger pupils. This is not yet consistent in all subjects. Too many older pupils have gaps in their learning, particularly in transcription and mathematics. These gaps limit their ability to build securely on prior knowledge and achieve well across subjects.

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Achievement Needs attention

Leaders have accurately identified these weaknesses and have taken appropriate action. Pupils, including those with special educational needs and/or disabilities and pupils who are disadvantaged, are being supported to catch up and make progress from their starting points. However, it is too early to see the full impact of this work. As a result, not all pupils are sufficiently well prepared for their next stages of education.

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Curriculum and teaching Needs attention

There is too much variability in the delivery of the curriculum across the school. This contributes to weaker achievement over time. Leaders’ recent improvements are beginning to strengthen provision, particularly in core subjects.

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Curriculum and teaching Needs attention

Leaders have prioritised the strategic development of the curriculum. They have developed a clear focus on securing important knowledge and skills, especially in English and mathematics. In these subjects, staff understand the agreed teaching approaches. This has led to more consistent teaching and a greater impact on pupils’ learning. However, this level of clarity is not yet evident across the wider curriculum. In foundation subjects, teachers choose how to deliver lessons rather than having an agreed approach. This means that the planned curriculum is not consistently taught as leaders intend.

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Curriculum and teaching Needs attention

The effectiveness of assessment varies. While some teachers use checks for understanding effectively, this is inconsistent. Gaps in pupils’ knowledge are not always identified or addressed promptly. Similarly, adaptations to support pupils, including those with additional needs, vary in quality. They are not consistently effective in enabling access to learning. Where adaptations are effective, pupils are supported to access learning successfully. However, this is not consistent. While classrooms are inclusive spaces, at times, adaptations do not meet pupils’ needs. This limits how well some pupils can engage with the curriculum.

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Inclusion Needs attention

There are inconsistencies in how effectively provision meets pupils’ needs and reduces barriers to learning. Systems for identifying and assessing need are in place. However, the implementation of strategies to support pupils is uneven. This is resulting in a variable impact for different groups of pupils. This includes pupils with special educational needs and/or disabilities (SEND) and pupils who are disadvantaged. Leaders are developing inclusive approaches to reduce barriers. However, these are not yet embedded, and their impact is inconsistent.

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Inclusion Needs attention

The quality of individual education plans for pupils varies. Some targets are precise, measurable and regularly reviewed. Others are too broad and lack sharp evaluation. This limits the impact of support to enable pupils to make consistent progress. Similarly, there is variability in inclusive practice in classrooms. Where practice is strongest, staff use well- considered adaptations to support pupils to access the curriculum. This is not consistent and, at times, adaptations are ineffective. Provision in the specially resourced provision for pupils with SEND is uneven. More effective practice in key stage 1 is not yet replicated as securely in key stage 2. Leaders use alternative provision appropriately and in the best interests of pupils. Leaders have ensured effective allocation of pupil premium funding to support pupils who are disadvantaged. This has a positive impact on improving engagement for many of those with barriers to learning.

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Leadership and governance Needs attention

Leaders' actions are at an early stage and have not yet secured consistent practice across the school. Leaders have an accurate understanding of the school’s strengths and where improvement is needed. Actions to improve the school are made in the best interests of pupils.

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Leadership and governance Needs attention

Leaders have prioritised key aspects of the curriculum, teaching and inclusion, and there are early signs of impact. Outcomes, including at the end of key stage 2, have not been high enough over time, indicating that improvements are not yet embedded with sufficient consistency. Professional development is purposeful and aligned closely to school priorities. Staff value the training they receive. It is beginning to strengthen practice, including in priority areas such as mathematics and inclusion.

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Leadership and governance Needs attention

Leaders consider staff's wellbeing carefully, and staff typically feel supported by leaders. Expectations have been rightly raised to improve provision, although workload has increased as a result. Leaders are mindful of this as they continue to embed improvements.

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Leadership and governance Needs attention

Governors understand the school’s priorities and fulfil their statutory duties. However, the strategic direction of the school is not yet communicated with sufficient clarity. This limits how well parents and carers understand the school’s work. While leaders have introduced significant changes in the best interests of pupils, these have not yet secured the confidence of all parents. Effective engagement with some stakeholders remains at an early stage. As a result, communication with the community is not yet effective enough for the school’s work to be fully understood and supported.

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

Too many pupils miss school too often. Overall attendance is improving, with fewer pupils missing school for large periods of time. Pupils begin the day in a calm and orderly way. They greet staff and one another politely, creating a positive atmosphere. Pupils are happy at this school and feel safe. They say that adults listen to them and take their concerns seriously. Pupils understand how to stay safe, including when online, and can identify trusted adults they would go to if they needed help. Staff typically deal with incidents of bullying or unkind behaviour effectively. Pupils are confident that staff will help to resolve issues.

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

Pupils typically behave well in lessons and around the school. They learn in calm classrooms where behaviour expectations are clear. Most pupils engage positively with their learning where teaching is more effective. Behaviour is improving over time, and pupils recognise the difference this is making to their experience. They particularly enjoy social times. Recently introduced, structured opportunities to play and collaborate help them to build friendships. They feel part of the school community.

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

Some pupils still have gaps in learning. That said, pupils’ enjoyment of learning is developing. Younger pupils, including children in the early years, show high levels of engagement and enthusiasm. Older pupils recognise that expectations are increasing. They appreciate that their learning is becoming more purposeful. While attainment in national assessments has been below that seen nationally, current pupils are beginning to make improved progress from their starting points. This is particularly evident where teaching is more consistent.

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

Pupils, including those with additional needs and those who are disadvantaged, are increasingly supported to take part in all aspects of school life. Pupils who are known to social care are particularly well supported to feel a secure sense of belonging. Pupils value opportunities to attend extra-curricular clubs. They can also take on leadership roles and share their views. They appreciate the care they receive and increasingly experience school as a place where they belong and can succeed.

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Next steps

Leaders should ensure that inclusive strategies are implemented consistently across all classes so that support for pupils with additional needs reduces barriers to learning and enables them to access the full curriculum. Leaders should ensure that a clear and coherent approach to teaching is implemented consistently across the wider curriculum so that all pupils receive the quality of education intended. Leaders should ensure that teachers consistently check pupils’ understanding and use this information to adapt teaching so that gaps in knowledge are identified and addressed promptly. Leaders and governors should continue to strengthen communication with parents and carers so that recent improvements are understood and supported, and confidence in the school’s work continues to grow.

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About this inspection

The chair of the board of governors in this school is Dave Smithers.

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About this inspection

The school is part of a federation called The Federation of Greenmount and Gatten & Lake Primary Schools.

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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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Team inspectors:

Christine Bulmer, Ofsted Inspector JAMES Humphries, 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?

National average: 272 Inspectors spoke with the executive headteacher, the assistant headteachers, staff, pupils and parents during the inspection. The lead inspector also spoke to a representative of alternative provision and the virtual school. They met the designated safeguarding lead, representatives of the governing body and a representative of local authority.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school, under the same registration, includes a specially resourced provision for pupils with special educational needs and/or disabilities. This provision is for 12 pupils with autism.

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What does this mean?

The school currently makes use of 2 alternative provisions, both of which are unregistered.

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What does this mean?

The school also, under the same registration, runs a nursery provision.

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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. National average: 15%

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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

2023/24 (final) 53% 61% Close to average

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average

2022/23 (final) 61% 60% 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) 69% 74% Close to average

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average

2022/23 (final) 75% 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

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

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average

2022/23 (final) 78% 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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national average

2022/23 (final) 68% 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

2023/24 (final) 46% 46% Close to average

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average

2022/23 (final) 47% 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

2023/24 (final) 58% 62% Close to average

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average

2022/23 (final) 59% 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

2023/24 (final) 67% 58% Close to average

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average

2022/23 (final) 59% 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

2023/24 (final) 54% 59% Close to average

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average

2022/23 (final) 47% 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. 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

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

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