Green Wrythe Primary School

What Ofsted said

From the inspection on 25 April 2023

Pupils enjoy coming to this caring and nurturing school. They approach everything with enthusiasm, whether they are learning or playing with their friends. Pupils feel safe and are happy here. As one pupil said, 'It is a great school, we like everything.' This summed up pupils' views well. The school's values, as well as its motto, 'be the best we can be', are well known by the pupils. Pupils are highly respectful to their peers and adults, including visitors to the school. Leaders and staff set high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils, in turn, meet these expectations well. They learn effectively through a well-designed curriculum. Leaders have put in place clear routines and structures to support pupils to behave well. Pupils are well versed with the school's expectations. This has resulted in a calm and orderly learning environment. Pupils say that bullying is rare. They have trust and confidence in adults, who address any worries swiftly. Inclusivity is at the heart of everything that the school does. Pupils are encouraged to respect and celebrate differences. For example, leaders organise events, such as autism awareness week, so that pupils can learn more about the experiences of others. Pupils across the school, including those who attend the 'Rainbow' resourced provision, wrote letters to each other sharing what school is like for them.

What the school should improve

• On occasions, teachers are not precisely checking what pupils already know and can do, and whether they remember what has been taught. This means that gaps in pupils' knowledge and skills are not identified and fully addressed. Leaders should ensure that there is a sharper approach to the checking of what pupils have learned and understood. They should focus on making sure that any gaps in knowledge are addressed swiftly, so that pupils are supported to know and remember more.
• In a few cases, some pupils are reading books that are not as well matched as they need to be to the sounds that they know. This reduces the effectiveness of planned reading practice. Leaders need to ensure that planned reading practice is consistently well supported by books that are precisely matched to pupils' stage of phonics learning.

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