Greasby Junior School

What Ofsted said

From the inspection on 3 March 2026

From the moment they first join, pupils are happy and proud to attend Greasby Junior School. It is a big moment for Year 3 pupils, but everyone supports them to settle quickly and learn the expectations of the school. Whenever new pupils join the school, they are welcomed warmly. Pupils attend well. Pupils feel safe. They find great security in all the staff knowing them well individually and being watchful of their needs or worries. Pupils talk profusely about how kind and caring their teachers and other staff at the school are. The ways in which staff look after pupils’ wellbeing are extensive, especially for those pupils who are most vulnerable or face barriers to their education. Pupils develop a sound understanding of the school’s important values of care, courtesy and consideration. They behave well and try their best to demonstrate these values as much as possible. The oldest pupils are impressive role models for the younger ones. As the values are so well understood, pupils rarely have to worry about unkind or bullying behaviour. Staff support pupils well to resolve any concerns swiftly. Staff encourage pupils to become responsible citizens. Pupils develop a deep understanding of the importance of democracy, mutual respect and tolerance. They are keen to have an active role in the school community as house captains, tour guides, ambassadors or play leaders to put these values into action. Through the school council, pupils appreciate that they have a voice in the decision-making at the school. Pupils are enthusiastic about learning the school’s ambitious and carefully designed curriculum. Teachers make lessons interesting and generally accessible for pupils with barriers to learning. Pupils really enjoy reading and show great interest in the texts that teachers choose carefully to broaden their understanding of the world. Overall, pupils achieve well, especially with reading, leaving them well prepared for secondary school.

What the school should improve

• Leaders should ensure that rigorous monitoring of the progress of pupils with special educational needs and/or disabilities and disadvantaged pupils is used systematically and skilfully to adjust strategies for supporting these pupils so that they make sustained improvement in their progress and outcomes.
• Leaders should ensure that staff deliver the curriculum consistently effectively. This includes implementing recent improvements to the writing curriculum and making effective adaptations so that pupils, including those with barriers to learning, close gaps and learn more successfully.

Read the full Ofsted report (opens in a new tab)