Green Crescent School

What Ofsted said

From the inspection on 24 June 2025

Pupils at Green Crescent School are happy, polite and use their manners well in everyday interactions and routines. They help to create a welcoming school. Staff place pupils' welfare at the heart of their work. Pupils are proud of the school's close-knit community. This helps them to feel safe, valued and secure in school. Parents and carers appreciate the caring ethos that the school provides for their children. Children make a secure start in the early years. However, this is not built on as effectively as it could be in key stages 1 and 2. The proprietor has not ensured that the school delivers its academic curriculum and personal development programme as it intends. Some staff lack the expertise to teach the curriculum consistently well. As a result, pupils do not achieve as well as they could. Pupils enjoy visits that link to the curriculum they learn. They look forward to their upcoming sports day and learn about different types of safety. They understand how to make a positive difference to their community. Although pupils demonstrate positive attitudes towards different communities, the school's curriculum has not ensured that they learn about the diverse communities in modern society fully.

What the school should improve

• The school's phonics programme is not taught consistently well across the school. Pupils who need extra help do not always receive the right support. This slows down how well pupils progress in their ability to read. The school should ensure that all staff have the necessary expertise to teach the early reading programme effectively, so that all pupils learn to read with accuracy and fluency.
• Not all staff have the expertise to deliver the intended curriculum. Some of the activities pupils complete do not help them to deepen their understanding of important content. At times, teachers' explanations lack clarity, and they do not consistently make systematic checks on pupils' learning to identify misconceptions. As a result, pupils' progress through the curriculum slows. The school should ensure that all staff are equipped with the necessary knowledge and expertise to teach the curriculum effectively, so that all pupils know more and remember more over time.
• The school has not ensured that staff have sufficient knowledge to adapt learning well enough for pupils with SEND. As a result, pupils with SEND do not access the curriculum as effectively as they should. The school should ensure that teachers are equipped with the necessary information, knowledge and expertise to make effective adaptations to the curriculum, so that pupils with SEND achieve their potential.
• Aspects of the school's quality assurance processes are not as securely embedded as they should be. As a result, the school lacks a comprehensive understanding of its strengths and areas for development. The proprietor should ensure that quality assurance systems are effective and support the school's strategic planning for future improvements, particularly for the quality of education.
• The school's curriculum has not helped pupils to have an age-appropriate understanding of fundamental British values and protected groups in society as, until now, the breadth of what was needed was not taught. This limits pupils' ability to understand the similarities and differences among various communities in modern British society. The school should continue to build on its personal development programme to ensure that pupils have an age-appropriate understanding of protected groups and a full appreciation of the values that underpin contemporary British society.

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