Green Heath School

What Ofsted said

From the inspection on 29 April 2025

Pupils who join Green Heath School typically have a limited understanding of English. They have experienced disrupted education and some have no previous experience of formal education. Staff work closely with the placing local authorities to get to know pupils well. They gain an understanding of pupils' lived experiences, their academic needs and ambitions. Pupils are safe and feel valued. Staff want what is best for pupils. Relationships are a real strength. Classrooms and other areas are calm and purposeful. Staff have high expectations of pupils' behaviour. Pupils' conduct in school is impeccable. They show respect for one another and for staff. Laughter and smiles are commonplace here. The school puts emphasis on how well pupils learn English and expects them to do so rapidly. Pupils' enthusiasm for learning English is evident, as are their positive attitudes. Staff are skilled at helping pupils at an early stage of learning English and provide carefully tailored support. Pupils do well in reading, writing, speaking and listening. However, pupils' learning in other subjects is less successful because the curriculum is not implemented well enough.

What the school should improve

• The curriculum in subjects other than English is not delivered to pupils as intended, nor does the wider curriculum have sufficient breadth. This means that pupils do not learn a broad enough curriculum as required by the standards. The school should ensure that the curriculum is of suitable breadth and is implemented consistently well, so that pupils develop a broad range of knowledge and skills.
• In some areas, assessment is not used well enough to identify pupils' next steps in learning. This means that for some pupils, activities are too easy or too difficult. The school should ensure that teachers plan learning activities that are well matched to pupils' needs so that they achieve as well as they could.
• The teaching materials used in some lessons contain language that pupils do not understand and so they cannot access their learning. The school should ensure that staff choose resources that are well matched to a pupil's level of English understanding, so that pupils can access lessons fully and achieve well.
• The school does not have a structured programme for relationships and sex education. This means that there is a risk that pupils who are at the school for a short time could miss important learning. The school should ensure all pupils, including those who only spend a short time at the school, gain an age- appropriate understanding of relationships and sex education.
• The school has not checked the effectiveness of its work and the impact on pupils' achievement. Consequently, pupils do not achieve as well as they should, and not all the standards are met. The school should ensure that appropriate actions are taken so all the standards are met consistently and securely.

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