Greengate Junior School

What Ofsted said

From the inspection on 3 March 2026

This is an inclusive school, where the nurturing staff understand pupils’ needs and enable them to flourish. Leaders ensure that all pupils, including those with special educational needs and/or disabilities (SEND), feel a sense of belonging at school and have equal access to opportunities. As a result, pupils want to be in school and attendance is increasing. Pupils are happy at school and feel safe. Underpinning this, are supportive, trusting relationships between pupils, staff, leaders, parents and carers. Pupils behave well in lessons and at social times. They contribute to creating the calm, positive atmosphere that permeates all areas of the school. Pupils greet people confidently and politely as they move around the school. Staff quickly resolve any fall outs between pupils. Leaders ensure that, should bullying occur, it would be dealt with swiftly. Leaders promote pupils’ broader development through a range of enrichment opportunities. For example, pupils who access the specially resourced provision for pupils with special educational needs and/or disabilities regularly participate in outdoor learning. Pupils learn water sports during a residential trip to the Lake District. Leaders expand pupils’ cultural awareness through trips to cities and visits to theatres and places of worship. Pupils develop their interests and talents. They compete in sports events with other schools and sing at concerts in front of large audiences. These experiences build pupils’ confidence and prepares them well for life beyond school. Leaders are ambitious for all pupils. They ensure that pupils attend school as regularly as they should. Leaders provide extensive pastoral support to pupils and staff adapt teaching to break down barriers to learning. Pupils, including disadvantaged pupils and those with SEND, progress well through the curriculum. They are keen to learn and remember what they have been taught over time. Typically, pupils secure the important knowledge they need in reading, writing and mathematics by the end of key stage 2. This prepares them well for starting secondary school.

What the school should improve

• Leaders should ensure that the activities designed to deliver learning consistently enable pupils to build on their knowledge, so that they gain a deep understanding across the full curriculum.
• Leaders should strengthen the effectiveness of their checks on the impact of the curriculum to ensure that these lead to consistently strong standards across all aspects of the school's provision.

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