Green Haworth Church of England Primary School

What Ofsted said

From the inspection on 19 May 2026

Pupils’ experiences at this school vary widely. Many are not prepared well enough for their next stage of education. A considerable proportion of pupils struggle to make sense of their learning as a result. Leaders do not ensure that gaps in pupils’ knowledge are addressed. This limits pupils’ progress through the curriculum. Most pupils, including those with special educational needs and/or disabilities, do not receive the academic support they need. Many pupils with barriers to learning are not helped to overcome the challenges that they face. This sometimes affects their behaviour. In the early years, leaders have begun to bring about some positive change. However, children are not prepared as well as they should be for key stage 1. Leaders and staff do not have high enough expectations for pupils’ behaviour or their achievement. Leaders do not ensure that pupils demonstrate positive attitudes to their learning. They do not ensure that pupils are engaged in learning. As a result, learning is often interrupted and hampered. On the whole, pupils do not take pride in their work. They lack confidence in their own abilities. Most pupils attend school regularly. This is especially the case for disadvantaged pupils. Staff develop positive relationships with pupils. This helps pupils to feel safe. Pupils understand what bullying is. Leaders deal with incidents quickly and well when they occur. Pupils value the opportunities beyond the curriculum to enhance their talents and interests. For example, they develop their teamwork skills during the key stage 2 residential visit to Shropshire. Pupil leaders build confidence by leading assemblies using the puppets, Barney, Bob and Bella. Pupils are keen to contribute to school life. Their understanding of diversity is limited. For example, they do not develop a secure knowledge of fundamental British values. As a result, they are not fully prepared for life in modern Britain.

What the school should improve

• Governors must strengthen the leadership capacity in the school and their collective expertise so that they can fulfil their statutory duties effectively and hold leaders rigorously to account. This includes ensuring that they have an accurate understanding of the school’s key areas for improvement so that these are addressed swiftly and effectively.
• Leaders must strengthen the design of the curriculum, particularly in mixed-age classes and ensure that gaps in pupils’ knowledge, skills and understanding are identified and addressed so that pupils are well prepared for their next stage in education.
• Leaders must improve the quality of teaching by ensuring that staff have the subject knowledge and expertise required to enable all pupils to achieve well. This includes making effective use of information about pupils' barriers to learning, especially for with special educational needs and/or disabilities, so that teaching is suitably adapted.
• Leaders should raise expectations for pupils' behaviour and attitudes to learning, ensuring that disruptions are minimised and that pupils are able to learn effectively and develop both academically and socially.
• Leaders should strengthen provision in the early years by ensuring that staff identify and address gaps in children's knowledge promptly, particularly in early writing, mathematics and communication skills, so that children are well prepared for key stage 1.
• Leaders should ensure that pupils develop a secure understanding of fundamental British values, including respect for difference, so that they are well prepared for life in modern Britain.

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