Greenleaf Primary School

Greenleaf Primary School

Address: 80 Greenleaf Road, Walthamstow, London, E17 6QW Unique reference number (URN): 103054

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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 highly at this school. By the end of key stage 2, pupils' attainment is consistently above national averages in reading, writing and mathematics. Disadvantaged pupils also attain highly. For example, in reading and in English, punctuation, grammar and spelling assessments, disadvantaged pupils attain more highly than their non-disadvantaged peers nationally. Pupils with special educational needs and/or disabilities are offered targeted support, which ensures that they make highly positive progress from their starting points.

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Achievement Strong standard

Children in the early years acquire key knowledge securely, such as in number, phonics and early writing. They use their knowledge with growing fluency, which in turn helps them to develop confidence in their learning. Pupils' outcomes in the Year 1 phonics screening check are significantly above national averages.

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Achievement Strong standard

Across the curriculum, pupils develop and recall important knowledge. They demonstrate a deep understanding in a range of curriculum areas, such as the impact of World War II in history. For example, pupils in Year 6 discuss the impact of the war on women’s rights. They use key language with accuracy and produce high-quality work. Pupils achieve consistently well and demonstrate resilience and independence. They are fully prepared for the next stage of their education.

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Attendance and behaviour Strong standard

Pupils attend well and arrive punctually to school. Leaders’ well-established relationships with families ensure that any attendance issues are dealt with quickly and with sensitivity. Leaders actively promote high attendance through a range of means, such as newsletters and assemblies. When needed, targeted and highly personalised support addresses any barriers to pupils' consistently high attendance. This has resulted in a significant reduction in persistent absence figures.

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Attendance and behaviour Strong standard

Pupils are polite, friendly and respectful of each other and of staff. In classrooms, they work considerately with each other to discuss their ideas and are engaged consistently in their learning. Explicit teaching about emotions supports pupils, including those with special educational needs and/or disabilities, to manage their feelings. Staff give support with this if needed. Pupils have a clear understanding about what bullying is and are confident that if it ever occurs, staff will deal with it effectively.

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Attendance and behaviour Strong standard

Behaviour at social times is exemplary. Pupils are taught explicitly about using equipment and managing risks. Older pupils act as positive role models and offer guidance to younger ones. Leadership opportunities for pupils at play times abound. As a result, pupils interact with the extensive range of play opportunities energetically and enthusiastically while taking care of themselves and others.

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Early years Strong standard

Children thrive in the early years because the curriculum is ambitious and thoughtfully planned to meet their developing needs. Staff are well trained in areas such as communication and language. They support children to express themselves, use new words and manage their emotions in a consistently kind and caring manner. As a result, even the youngest children hold calm conversations with each other.

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Early years Strong standard

Mathematics teaching enables children to practise numbers and confidently use mathematical terminology, such as cube and cylinder, as they play and learn. Consistent phonics teaching and regular reading routines ensure that children read with increasing accuracy and build their love of books. Regular opportunities to apply early writing skills enable children to practise and secure this important knowledge. The school's approach means that children are consistently well prepared for future learning.

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Early years Strong standard

Teaching is highly effective. It enables children to make links to their previous learning and explore new concepts. For instance, sorting everyday objects into those from the past and those used today helps children to gain a clear understanding of change over time. Leaders carefully plan and put in place targeted support for children who need extra help. Regular reviews of how well children are progressing ensure that children are provided with the right support when they need it.

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Early years Strong standard

From the moment children join the school, leaders develop positive partnerships with parents and carers. Families appreciate the constructive communication they have with the school. Caring staff skilfully create an environment where children flourish and are fully prepared for the next steps in their education.

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Inclusion Strong standard

Leaders demonstrate a strong commitment to inclusion. They ensure that pupils’ needs are accurately assessed and identified as early as possible. Leaders put in place thoughtfully considered, personalised plans to ensure that pupils with special educational needs and/or disabilities (SEND) and those who are known to social care receive the support they need. This begins before pupils join the school so they are able to feel settled in a short space of time. Leaders also regularly review these pupils’ wellbeing and progress and make careful adjustments to provision so it is attuned to what pupils need. As a result, pupils with SEND and those who face other barriers make excellent progress from their starting points.

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Inclusion Strong standard

Leaders prioritise high-quality training to ensure that staff are well equipped to support pupils with SEND. The school builds effective partnerships with a wide range of external agencies. This enables pupils to access specialist support when needed, including for their wellbeing and mental health. The school also collaborates with external professionals to support staff in delivering highly inclusive practice. For example, staff undertake regular training with speech and language professionals to build their knowledge of effective strategies to support pupils with SEND.

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Inclusion Strong standard

Leaders use additional funding highly effectively to support disadvantaged pupils, both academically and more broadly. Leaders target this funding skilfully to remove barriers to learning. Disadvantaged pupils benefit from tailored support and access to a rich range of experiences beyond the classroom. As a result, they achieve excellent outcomes.

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Leadership and governance Strong standard

Leaders are committed to creating a supportive and enabling environment. They are persistent and driven in their work to ensure that pupils reach their full potential. Leaders are clear about the school's strengths and reflect continuously on improvement and development. Leaders at all levels share this vision. As a result, they work together cohesively to ensure that pupils feel consistently safe, highly respected and fully included.

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Leadership and governance Strong standard

A high-quality professional learning plan ensures that staff have access to a wide range of training opportunities. Staff value the school's focus on evidence-based professional development, as well as the emphasis leaders place on their wellbeing. Leaders routinely evaluate the impact of new initiatives and day-to-day practice on staff workload and make thoughtful adjustments. Staff feel listened to and appreciate leaders’ responses.

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Leadership and governance Strong standard

Leaders foster highly effective partnerships with parents and carers and the wider community. They provide parents with opportunities to be fully engaged in multiple activities at school and regularly welcome them in to experience new initiatives. Parents value leaders’ collaborative approach. Leaders and staff frequently contribute to educational networks, building partnerships with local schools and external organisations that benefit leaders' work in school.

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Leadership and governance Strong standard

Governors have a strong partnership with leaders and, as a result, a secure understanding of the school's strengths and areas of development. Their focused scrutiny of the achievement and wellbeing of vulnerable pupils enables them to hold leaders rigorously to account. Governors are knowledgeable and experienced and fulfil their statutory requirements effectively. Leaders and governors work closely to drive the school forward and ensure that improvements are sustained over time.

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Personal development and wellbeing Strong standard

Leaders have designed a comprehensive and well-considered personal development programme. The curriculum for personal, social and health education, including for age- appropriate relationships and sex education, is highly effective. Leaders ensure that it enables pupils to develop a detailed knowledge in key areas of learning. For example, pupils in Year 5 discuss how the body changes during puberty maturely and with sensitivity. Pupils have a clear understanding of concepts such as consent and personal boundaries. Teachers make sure that pupils with special educational needs and/or disabilities acquire this important learning in a developmentally appropriate way. Pupils understand how to keep themselves safe, both online and offline, and they have a well-developed awareness of how to manage risks. Workshops, for example about money management and finance, also support them to be fully prepared for life beyond school.

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Personal development and wellbeing Strong standard

Leaders develop pupils’ understanding of fundamental rights and the law in a highly effective manner. Through pupil-led assemblies and lessons, pupils learn about themes such as diversity and discrimination. The numerous pupil leadership roles on offer encourage responsibility and respect for others. Curriculum visits as part of religious education, such as

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Expected standard

to the local mosque, synagogue, temple and church, successfully develop and broaden pupils’ experiences and prepare them for life in modern Britain.

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Expected standard

Staff have a well-developed understanding of possible barriers to pupils’ wellbeing. They know pupils extremely well and respond quickly and effectively to ensure that pupils have the pastoral support they need. Pupils are confident that there is always someone to talk to if they have any concerns.

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Expected standard

An extensive range of clubs, including chess, cricket and animation, are offered before, during and after school. Leaders use additional funding to ensure that disadvantaged pupils participate fully in this offer. Leaders track participation in school sports events so that every pupil can represent the school at some point along their educational journey. Work such as this ensures that pupils develop confidence and a sense of belonging in their school community.

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Curriculum and teaching Expected standard

Leaders have put in place an ambitious and well-sequenced curriculum. It is designed to ensure that key knowledge builds progressively from the early years to Year 6. The school's approach to the curriculum also supports pupils to understand how new learning connects to and builds on what they already know.

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Curriculum and teaching Expected standard

Leaders prioritise the important core knowledge of reading, writing and mathematics. Well- focused teaching supports pupils to use their phonics skills confidently to decode unknown words. In the early years, teaching also places a clear focus on securing foundational knowledge from the start, including in writing. For example, children know how to sit and hold their pencil correctly because staff provide them with helpful reminders such as 'posture, paper, pencil, pressure'. Staff also provide timely targeted support and adaptations for pupils with barriers to learning, including pupils who need additional help in securing the foundations they need in English and mathematics.

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Curriculum and teaching Expected standard

Teaching is mostly effective. Regular training is in place for staff to strengthen their practice in using teaching approaches that help pupils to secure knowledge. For instance, teaching ensures that pupils recall learning from previous years to support the development of their writing. However, in a few instances, the impact of professional learning on teaching is not fully embedded. While this does not impede pupils' achievement, it means that there are occasions where teaching is not fine-tuned to pupils' prior knowledge and skills.

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

Pupils consistently demonstrate each element of the school motto: aim high, work hard, be kind. This motto also guides staff in all their work at Greenleaf Primary and ensures that pupils are at the centre of decisions. Pupils are extremely friendly and approach visitors with courtesy and respectful curiosity. They collaborate with others and rise to the challenge of leadership roles with enthusiasm. Pupils take the lead in many areas of the school. For instance, 'play detectives' use their monthly podcast to update pupils and parents and carers about the huge choice of activities on offer in the playground. Play detectives also help to make sure that their peers are clear on the ‘dos and don’ts’ of playground behaviour and how these help to keep everyone safe. Opportunities to take on leadership roles across the school, such as house captains, reading buddies and lunchtime leaders, further enhance pupils’ empathy and sense of

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

responsibility. As a result, pupils feel a strong sense of belonging.

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

Pupils achieve very well, including pupils with special educational needs and/or disabilities and those who are disadvantaged. They have positive attitudes to learning and thrive with the support provided by staff. By the end of key stage 2, pupils' outcomes in reading, writing and mathematics are higher than national averages. This shows how well pupils are prepared for the next steps in their education.

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

Pupils feel safe and cared for. Bullying is rare, and pupils know that staff will deal with it effectively. Behaviour in the lunch hall is calm. Pupils enjoy the time they have to chat with their friends while enjoying a healthy and tasty lunch.

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

Pupils benefit from a range of inspirational visitors and educational visits, which broaden their aspirations and deepen their understanding of future career opportunities. The extensive clubs offer attracts many participants. Leaders listen to pupils’ feedback and make adjustments accordingly. In this way, leaders ensure that pupils’ ideas are consistently respected. As a result, pupils feel valued and confident to contribute to different elements of school life.

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Next steps

Leaders should embed their work to strengthen the consistency with which teaching adjusts and responds to pupils’ existing knowledge and understanding.

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About this inspection

The chair of the board of governors in this school is Santhi Athreya.

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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 and senior leaders during the inspection. They also met with members of the governing body, as well as the school's improvement partner from the local authority. Inspectors spoke with several pupils, staff, parents and carers. They also considered the responses to Ofsted's surveys.

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Team inspectors:

Emma O'Connor, Ofsted Inspector Jenny Lewis, Ofsted Inspector Angela Mathurin, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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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 inspectors confirmed the following information about the school:

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What does this mean?

The school makes use of one alternative provision.

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What does this mean?

Headteacher : Sohana Qureshi 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 6 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 needs support 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

2022/23 (final) 64% 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

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) 78% 72% Close to average

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average

2022/23 (final) 76% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 80% 74% 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) 57% 47% Close to average

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average

2022/23 (final) 50% 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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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) 64% 59% Close to average

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average

2022/23 (final) 67% 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

2024/25 (3 term) 4.5% 5.2% 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

2024/25 (3 term) 9.7% 13.0% Close to average

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national average

2023/24 (3 term) 11.1% 14.6% Close to average

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national average

2022/23 (3 term) 15.4% 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

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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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