Outwood Primary Academy Greystone

Outwood Primary Academy Greystone

Address: Quarry Moor Lane, Ripon, HG4 1RW Unique reference number (URN): 145411

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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 very well. The quality of work pupils produce across the curriculum is impressive. They develop a detailed knowledge of the many wider curriculum topics they have been taught. Their achievements reflect the ambition that leaders and teachers have for every pupil. Pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, make strong progress from their individual starting points.

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Achievement Strong standard

Phonics outcomes are strong. Pupils develop their decoding skills quickly, and the proportion of pupils passing the phonics screening check is high. This strong foundation in reading supports pupils' learning across all subjects.

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Achievement Strong standard

Attainment at the end of key stage 2 is high. By the time pupils leave the school, they are well prepared for the next stage of their education. They leave with secure knowledge and skills in reading, writing and mathematics, and with a love of learning that serves them well.

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Attendance and behaviour Strong standard

Warm, caring relationships between pupils and staff helps pupils feel like they belong to the school community. This encourages them to attend school regularly and punctually. Leaders make attendance a high priority. It is a shared responsibility and all staff know how important their contribution is to the high rates of attendance the school has achieved. Leaders celebrate pupils’ improvements to attendance. Detailed monitoring of pupils’ attendance patterns means that leaders can act swiftly to address any emerging concerns. Key staff work tenaciously with families where attendance declines, removing barriers and providing practical support. As a result, rates of attendance are consistently above national averages for all groups of pupils.

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Attendance and behaviour Strong standard

Behaviour throughout the school is excellent. Classrooms are an oasis of calm, where pupils are focused and engaged on their learning. In corridors and at social times, pupils move calmly and treat each other with consideration and respect. The 'Super Swirls' system recognises and celebrates when pupils model the school’s expected learning behaviours. Pupils are proud to receive this recognition. Bullying is rare. Leaders deal decisively with any issues and pupils are confident that adults will act on their worries. Parents and carers speak positively about behaviour at the school. They feel confident that their children are safe and well cared for. This trust reflects the consistent, calm and orderly environment that leaders and staff have created.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious and well-sequenced curriculum that prepares pupils well for each new stage of their education. Across all subjects, careful curriculum design ensures that pupils’ knowledge builds progressively from the early years through to Year 6. Pupils regularly revisit and consolidate prior learning. This helps them to remember more over time. Leaders have a relentless focus on the teaching of phonics. They ensure that all staff are well trained and highly skilled. Staff teach the school's chosen phonics programme with fidelity and pace. By the time pupils leave key stage 1, they are confident readers, writers and mathematicians. This gets them off to a strong start in Year 3.

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Curriculum and teaching Strong standard

Teaching across the school is of a high quality. Teachers have strong subject knowledge and use it effectively to model new concepts clearly to pupils. The questions teachers ask challenges pupils and deepens their understanding. As a result, pupils are engaged, motivated and make strong progress across the curriculum. Teachers are skilled in identifying and addressing misconceptions within the lesson. The checks they make inform what they will teach pupils next. This prevents gaps from forming and ensures that pupils, including those with special educational needs and/or disabilities keep up with their peers.

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Early years Strong standard

The curriculum in the early years is ambitious and well-sequenced. Children’s developmental milestones are clearly identified. This helps teachers to know which children need additional support and intervene swiftly. Targeted support is put in place promptly, resulting in children with special educational needs and/or disabilities and those who are disadvantaged making strong progress alongside their peers.

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Early years Strong standard

Leaders have made the early years a priority. Decisive leadership has provided highly impactful coaching and mentoring support for staff. As result, staff are knowledgeable and skilled. They model language and vocabulary that they want pupils to learn. Staff plan learning experiences that build carefully on what children already know and can do. Phonics and mathematics is taught with precision, so that children quickly grow in confidence in their reading and understanding of number. The classroom is filled with opportunities for children to practice these skills as they learn through play.

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Early years Strong standard

Transitions into the early years are carefully managed. Leaders work closely with families to ensure that children settle quickly and feel safe. Parents and carers are well informed about their children's progress and are actively involved in their learning. Children are happy, confident and ready to learn.

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Inclusion Strong standard

This is an inclusive school. Highly trained staff adapt the curriculum carefully to meet the needs of pupils with special educational needs and/or disabilities (SEND). Pupils with SEND or those who are disadvantaged, achieve well in lessons because teaching is carefully adjusted to meet their needs. Pupils’ support plans are reviewed regularly and used to set appropriate next steps in learning.

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Inclusion Strong standard

Leaders identify pupils with SEND swiftly and accurately. Where pupils find work more challenging, sharply targeted, academic and pastoral support ensures that these pupils quickly catch up with their peers. Where required, suitable adaptations are in place to help pupils to focus on their work. This includes regular movement breaks, which pupils are encouraged to take independently. The special educational needs and disabilities coordinator works closely with class teachers to review the impact of provision and adapt it where needed. As a result, pupils with SEND receive the physical resources or adult support they need to make rapid progress. Pupil premium funding is used effectively to remove barriers to learning and promote participation in wider activities. Leaders track the impact of this spending with rigour and adjust provision in response to emerging needs. Where opportunities would benefit specific

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Inclusion Strong standard

pupils, leaders provide the support they need to be involved.

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Leadership and governance Strong standard

Leaders are tenacious in realising their ambitious expectations for every pupil. As a result of careful monitoring, leaders have a detailed and insightful understanding of the school's strengths. They use this knowledge effectively to accelerate improvement and to maintain the high standards that define the school.

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Leadership and governance Strong standard

Leaders communicate a clear and compelling vision for the school. Leaders, at all levels, put pupils at the heart of their decision making. This vision permeates every aspect of the school's work. Staff share leaders’ ambition and work collaboratively to bring it to life. As a result, the school is a dynamic and purposeful place where everyone is focused on improving outcomes for pupils.

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Leadership and governance Strong standard

As part of the trust, the school has access to strong professional networks, expert support and high-quality professional development. Leaders use these links with rigour and purpose. Staff benefit from working alongside colleagues across the trust, and this raises the quality of teaching and learning throughout the school. They have regular opportunities to share best practice and learn collaboratively.

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Leadership and governance Strong standard

The school is overseen and supported by effective governance structures. Those with responsibility for governance hold leaders rigorously to account for the quality of education and for pupils' outcomes. They visit the school regularly and develop a well-informed picture of its work. Parents and carers speak highly of the school and feel well informed about their children's progress. Staff morale at the school is high. They feel valued and well supported pastorally and professionally.

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Personal development and wellbeing Strong standard

Leaders place pupils' personal development at the centre of the school's work. The curriculum for personal development is ambitious, carefully planned and taught well. Through the curriculum, pupils develop a clear understanding of their own identity, of others' perspectives and of the diverse world in which they live. This impacts positively on pupils' wellbeing. The curriculum is creatively enriched through the school’s ‘diploma’ which broadens pupils’ social, cultural and spiritual opportunities. Pupil’s understanding of the different faiths and religions that exist in Britain is well-developed. They are clear that the British values of democracy, respect and tolerance are important in wider society.

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Personal development and wellbeing Strong standard

Staff carefully adapt the curriculum to teach pupils about some of the risks they may face in the local community. The school works with outside agencies, such as the police, so that pupils know how to keep themselves safe. Pupils understand the dangers and benefits of using the internet. They know to keep their personal data secure and of the risks associated to posting content online. The school's relationships and sex education (RSE) and health education programme is comprehensive and age appropriate. Pupils learn about healthy relationships, personal boundaries and mental wellbeing. They have an age-appropriate understanding of some more mature themes, such as consent.

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Personal development and wellbeing Strong standard

Pupils take on meaningful positions of responsibility that prepare them for future life. They enjoy leadership roles, such as sitting on the ‘school parliament’, or working as well-being ambassadors. The school’s reading ambassadors see value in visiting the local care home, where they read to the residents. Leaders track pupils’ participation across the broad range of extra-curricular activities that the school offers. They take appropriate action to ensure that all pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, benefit from these opportunities. Older pupils participate in the trust’s 'Out There' initiative. Through this, pupils develop a strong sense of community and civic responsibility.

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

Outwood Primary Academy Greystone is a place where pupils feel safe and valued. They thrive academically and socially at this friendly and supportive school. Pupils are proud to be part of the school community. Relationships between staff and pupils are deeply respectful. Staff know every pupil well. They make sure that pupils have the support they need to succeed. The school’s inclusive ethos means that pupils with special educational needs and/or disabilities and disadvantaged pupils, access the full curriculum and have their needs well met. Pupils follow a curriculum that engages and challenges them. They are encouraged to try their best and attend school regularly. Consequently, pupils’ rates of attendance are high. Pupils are proud of the recognition they receive through assemblies when their attendance improves.

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

Pupils’ behaviour at all times of the school day is consistently respectful and kind. Incidents of bullying are incredibly rare. Pupils are confident that if they report concerns to an adult, it will be dealt with promptly. Incentivised by the 'Super Swirls' system, pupils demonstrate commitment and determination to their learning. Starting in the early years, children quickly become confident, independent learners. Pupils leave each year, well-prepared for the next. They achieve highly, and by the end of Year 6, they leave school ready for the next stage of their education.

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

Pupils enjoy a broad and varied range of opportunities to develop their understanding of the world beyond Ripon. Some of these opportunities have impacted positively on pupils’ views. For example, when older pupils visited a Holocaust exhibition, they realised the importance of the British values of respect, tolerance and liberty. The trust’s ‘Out There’ initiative encourages pupils to be socially responsible. Through innovative projects, pupils take pride in improving their local area.

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Team inspectors:

Janet Keefe, Ofsted Inspector Helen Stout, Ofsted Inspector

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Next steps

Leaders and those responsible for governance should ensure the continued implementation of their high-quality professional development programme so that all staff benefit from carefully planned, professional learning opportunities.

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About this inspection

This school is part of Outwood Grange Academies 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), Lee Wilson, and overseen by a board of trustees, chaired by David Earnshaw (CBE).

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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 head of school and other senior leaders, staff, parents and pupils in the school during the inspection. Inspectors also visited lessons and looked at pupils’ work.

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About this inspection

An inspector spoke with a member of the board of trustees, and the academy council. An inspector also met with the CEO.

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About this inspection

Inspectors considered the responses to Ofsted’s surveys.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The leadership of the school has undergone a significant change since the last inspection.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school operates a before- and after-school club.

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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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average

2024/25 (final) 80% 75% 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

2022/23 (final) 75% 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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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) 45% 47% Close to average

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average

2023/24 (final) 57% 46% 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) 71% 62% Close to average

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average

2022/23 (final) 60% 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

2022/23 (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) 73% 61% Close to average

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average

2023/24 (final) 57% 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) 4.8% 5.5% Close to average

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national average

2022/23 (3 term) 5.4% 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) 14.2% 14.6% Close to average

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national average

2022/23 (3 term) 12.3% 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

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

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

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