Greenfield Primary School

What Ofsted said

From the inspection on 17 June 2026

Pupils at Greenfield Primary feel respected and well cared for. They know that staff have a duty to keep them safe. Pupils trust them to do this and know that adults will help them whenever they can. They learn to be tolerant and respectful citizens. Pupils know that leaders deeply care about their specific rights as children. Typically, pupils enjoy learning at school. This is because leaders have made changes to the curriculum to make it interesting. However, this work is at an early stage of implementation. Pupils do not learn or achieve as well as they could. This is further impacted by a significant number of pupils regularly missing important learning due to absence. This means that some pupils are not as well prepared for secondary school as they could be. Pupils are positive about how behaviour has improved at school. Pupils generally conduct themselves well in lessons and at social times. Relationships between staff and pupils are positive. Routines are well established. Bullying or any discriminatory behaviour is not tolerated. Pupils are confident that staff will deal with any concerns. Pupils take on leadership roles, such as ambassadors, school council, play leaders and ‘Right Knights’. These develop a sense of responsibility. Pupils have a voice and feel that they can make a difference. For example, the changes they have requested for provision at lunchtime has had a positive impact. New leaders are building a sense of community at school. Parents are more included than previously. For example, leaders now invite parents into regular ‘celebration’ assemblies. Parents also participate in an annual Christmas tree festival and Easter hat and egg competition. Attendance at these events has grown greatly since they started.

What the school should improve

• Leaders should ensure that the school’s attendance strategy is effective, engaging with parents and other professionals to quickly improve attendance of pupils who miss too much time off school.
• Leaders should make sure that staff deliver the school’s curriculum effectively, focusing on important intended learning and checking to make sure that pupils are making the best progress.
• Leaders should ensure that staff support pupils with gaps in important handwriting, punctuation and spelling knowledge so as they have the skills to succeed in the future.
• Leaders should make sure that staff effectively meet the needs of pupils with special educational needs and/or disabilities through ensuring that their personal learning plans are clearly focused on their next steps to succeed.
• Leaders should further support staff in the early years so their interactions with children are as effective as possible to maximise their learning.

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