Greenfield Primary School

Greenfield Primary School

Address: Coalheath Lane, Shelfield, Walsall, West Midlands, WS4 1PL Unique reference number (URN): 149608

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Early years Expected standard

Leaders know the importance of children making a positive start in the early years. There is a safe and secure ethos across early years. Relationships are warm and positive. The early years curriculum considers children’s progress across each area of learning. Staff deliver the curriculum well. They plan ‘challenges’ for children. These focus on developing children’s important communication, social and physical skills. Learning activities secure children’s learning across the curriculum well. As a result, children blossom in confidence and are keen to talk about their learning and articulate their ideas. Children become independent and imaginative learners, who are well prepared for Year 1.

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Early years Expected standard

Staff ensure that children learn important foundations for learning in English and mathematics. From Nursery, children learn about the sounds in words. This enables them to learn letter sounds securely in Reception in order to read and write words. Staff support children who are struggling to learn by making sure that they receive extra attention during their learning activities. They use their recent training on developing positive interactions typically well. They deepen children’s understanding through questioning and commenting. However, not all opportunities to develop children’s learning through interactions are maximised.

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Personal development and wellbeing Expected standard

Leaders have developed a structured personal development programme that helps pupils develop the values and confidence they need in life. Through the personal, social, health and economic education programme pupils learn about how to understand positive relationships and live a healthy lifestyle. Pupils develop a positive attitude to life and understand their rights as a child. For example, the right to have your own beliefs and make your own choices. Through relationships, sex and health education pupils develop an age- appropriate understanding of the changes that happen to their body over time, including puberty.

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Personal development and wellbeing Expected standard

Pupils demonstrate a secure understanding of risks, such as online safety and anti-social behaviour. They understand consent and the right to say no. Visitors, such as magistrates and the fire service, enhance pupils’ knowledge of how to keep safe and how to be a good citizen.

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Personal development and wellbeing Expected standard

Pupils know the school’s values and why they are important. They develop their understanding of fundamental British values by showing tolerance and respect. Pupils say that everyone has the right to be respected. They demonstrate care towards classmates from different backgrounds and those who are different to themselves. Pupils show understanding of the difference between equity and equality. Pupils who need additional support with their wellbeing have access to calm spaces and extra adult support.

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Personal development and wellbeing Expected standard

Leaders consider pupils’ talents and interests through a number of clubs, including dodgeball, multi-sports, dance and choir. They carefully track attendance at these, ensuring equality of access for all. Leaders signpost to parents when their child has a particular talent so this can be supported at home. A range of trips and visitors engage pupils in learning. For

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Needs attention

example, pupils could explain how a walk around the local area had enabled them to understand rivers in geography.

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Achievement Needs attention

Over time, pupils, including those who are disadvantaged, have not achieved as well as they should in national tests. In addition, pupils’ recall and understanding of what they have learned across the curriculum is not as secure as it could be. This makes it more difficult for them to build on what they already know and to progress well through the curriculum.

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Achievement Needs attention

Currently, younger pupils learn phonics well. They apply letter sounds in their reading and writing. Younger pupils also learn important foundations for learning in writing, such as accurate letter formation, spelling and punctuation. However, some other pupils still have gaps in important foundations in writing. This impacts on their achievement and ability to write more complex pieces.

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Achievement Needs attention

Across the school, pupils are achieving far better in mathematics. Clear processes mean that they regularly practise fluency in number. This then enables them to reason mathematically and solve problems.

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Attendance and behaviour Needs attention

Pupils do not attend school as well as they should, particularly pupils with special educational needs and/or disabilities. This has been a persistent problem for leaders. Poor attendance impedes pupils' ability to learn well or to address gaps in their knowledge. New leaders are working hard with pupils, parents and the local authority to ensure that everyone understands the importance of attending school regularly. They have strengthened their work in this area. Attendance systems are rigorous and well structured. Leaders track and analyse data systematically. They consistently follow up repeated pupil absence. As a result, currently, fewer pupils are persistently absent.

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Attendance and behaviour Needs attention

Pupils behave sensibly in lessons and at playtimes. They have positive attitudes to learning and enjoy most subjects. Bullying incidents are few. Staff deal effectively with any emerging issues. Behaviour is managed increasingly well. Leaders record incidents, analyse patterns and ensure a consistency of approach. Staff implement the behaviour policy well, using rewards effectively. The use of a ‘behaviour ladder’ ensures sanctions are appropriate and proportionate. This has greatly reduced the number of serious behaviour incidents. Specific support for pupils who struggle with their behaviour helps to reduce disruption. This reflects the increasingly calm and orderly environment across the school.

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Curriculum and teaching Needs attention

The curriculum is not as well delivered as it should be. Staff do not consistently focus on the specific knowledge pupils need to learn over time. They are not proficient at checking that pupils are learning well. As a result, some pupils, including pupils with special educational needs and/or disabilities, struggle to learn. Other pupils who have learned well are not further challenged.

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Curriculum and teaching Needs attention

Leaders have recently updated many curriculum subjects. The curriculum is now better thought out, well sequenced and makes links with other subjects. However, it is in the very early stages of implementation. Teachers are developing their expertise in delivering the curriculum as expected.

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Curriculum and teaching Needs attention

Leaders prioritise reading within the curriculum. The phonics programme is well embedded and delivered consistently well. Leaders have designed a new writing curriculum, which ensures that there is a focus on securing important handwriting, spelling and punctuation skills early. Staff now implement this well. However, some pupils who have not received this curriculum have gaps in this knowledge that are not effectively addressed.

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Curriculum and teaching Needs attention

Rightly, leaders have prioritised the teaching of mathematics. They have ensured that staff teach mathematics well. Staff use expected structures to enable pupils to practise and speak confidently about their work.

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Inclusion Needs attention

There are inconsistencies with regard to how well the needs of pupils with special educational needs and/or disabilities (SEND) are met. ‘Personal learning plans’ are not always specific enough in order to support pupils to learn well. Staff are not adept at making adaptations for pupils in lessons so as they learn well.

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Inclusion Needs attention

Leaders identify the barriers that prevent pupils, including those who are disadvantaged and those with SEND, from succeeding academically, socially or emotionally. Pupils with more complex needs benefit from specific support from staff in lessons. Staff use resources and strategies to help them to access tasks and regulate their behaviour. Leaders monitor the success of this support closely.

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Inclusion Needs attention

Pupils who access ‘the den’ receive tailored support. Overall, staff meet their needs well. Many pupils who attend are able to increase the time they spend in mainstream classes.

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Inclusion Needs attention

Leaders work collaboratively with parents, careers and professionals to ensure that they understand pupils’ needs. They respond well to advice from external specialists. For example, occupational therapists.

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Inclusion Needs attention

Leaders use additional funding to support disadvantaged pupils typically well. Effective collaboration with the virtual school has a positive impact on those known or previously known to social care.

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Leadership and governance Needs attention

Leaders have not taken swift enough action to address ongoing issues across the school. New leaders have recently taken up post following a period of turbulence. They have quickly gained an effective understanding of what needs to be done to improve the school. They have prioritised the right aspects to focus on. Some of this work is having a real impact. For example, improved behaviour and in curriculum and teaching developments. Professional learning is focused on the school’s priority areas. Leaders make effective use of the trust’s learning offer as well as local English and mathematics specialist hubs. Staff meet regularly to discuss this learning. This is embedding consistency. One member of staff’s comment was typical when they stated, ‘Leaders are taking steps to improve the school and we are clear on our expectations.’ That said, there remains much for leaders to do.

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Leadership and governance Needs attention

The trust and leaders consider staff workload and wellbeing. Staff acknowledge that their workload has been affected because of the need for improvement in many areas of the school’s work. However, overall, they feel that leaders are managing these changes sensitively.

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Leadership and governance Needs attention

Governors have a realistic overview of the school. They are skilled and knowledgeable. They regularly carry out ‘walkabouts’ in school. They use the information they have to challenge leaders. Due to a number of changes of leadership, however, they have not been able to secure the improvement they desire. The trust has now put the right staff in place to drive the school forward. This is building trust with parents and the local community.

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

Pupils at Greenfield Primary feel respected and well cared for. They know that staff have a duty to keep them safe. Pupils trust them to do this and know that adults will help them whenever they can. They learn to be tolerant and respectful citizens. Pupils know that leaders deeply care about their specific rights as children.

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

Typically, pupils enjoy learning at school. This is because leaders have made changes to the curriculum to make it interesting. However, this work is at an early stage of implementation. Pupils do not learn or achieve as well as they could. This is further impacted by a significant number of pupils regularly missing important learning due to absence. This means that some pupils are not as well prepared for secondary school as they could be.

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

Pupils are positive about how behaviour has improved at school. Pupils generally conduct themselves well in lessons and at social times. Relationships between staff and pupils are positive. Routines are well established. Bullying or any discriminatory behaviour is not tolerated. Pupils are confident that staff will deal with any concerns.

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

Pupils take on leadership roles, such as ambassadors, school council, play leaders and ‘Right Knights’. These develop a sense of responsibility. Pupils have a voice and feel that they can make a difference. For example, the changes they have requested for provision at lunchtime has had a positive impact.

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

New leaders are building a sense of community at school. Parents are more included than previously. For example, leaders now invite parents into regular ‘celebration’ assemblies. Parents also participate in an annual Christmas tree festival and Easter hat and egg competition. Attendance at these events has grown greatly since they started.

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Next steps

Leaders should ensure that the school’s attendance strategy is effective, engaging with parents and other professionals to quickly improve attendance of pupils who miss too much time off school. Leaders should make sure that staff deliver the school’s curriculum effectively, focusing on important intended learning and checking to make sure that pupils are making the best progress. Leaders should ensure that staff support pupils with gaps in important handwriting, punctuation and spelling knowledge so as they have the skills to succeed in the future. Leaders should make sure that staff effectively meet the needs of pupils with special educational needs and/or disabilities through ensuring that their personal learning plans are clearly focused on their next steps to succeed. Leaders should further support staff in the early years so their interactions with children are as effective as possible to maximise their learning.

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About this inspection

This school is part of the Central Co-operative Learning 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), Richard Simcox, and overseen by a board of trustees, chaired by Andrew Bailey.

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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 school leaders, including the headteacher, assistant headteachers and other leaders during the inspection. The lead inspector spoke with trustees and members of the local governing body, including the chair of the trust. The lead inspector held a meeting with the CEO of the trust.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

A new headteacher and assistant headteacher have recently taken up post.

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About this inspection

The school uses no alternative provision.

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Lead inspector:

Barry Yeardsley, His Majesty's Inspector

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Team inspectors:

Karen Hambleton, His Majesty's Inspector Heather Simpson, 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 17 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 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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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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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) 50% 59% 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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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.

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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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