Greenmount Primary School

What Ofsted said

From the inspection on 9 June 2026

Too many pupils miss school too often. Overall attendance is improving, with fewer pupils missing school for large periods of time. Pupils begin the day in a calm and orderly way. They greet staff and one another politely, creating a positive atmosphere. Pupils are happy at this school and feel safe. They say that adults listen to them and take their concerns seriously. Pupils understand how to stay safe, including when online, and can identify trusted adults they would go to if they needed help. Staff typically deal with incidents of bullying or unkind behaviour effectively. Pupils are confident that staff will help to resolve issues. Pupils typically behave well in lessons and around the school. They learn in calm classrooms where behaviour expectations are clear. Most pupils engage positively with their learning where teaching is more effective. Behaviour is improving over time, and pupils recognise the difference this is making to their experience. They particularly enjoy social times. Recently introduced, structured opportunities to play and collaborate help them to build friendships. They feel part of the school community. Some pupils still have gaps in learning. That said, pupils’ enjoyment of learning is developing. Younger pupils, including children in the early years, show high levels of engagement and enthusiasm. Older pupils recognise that expectations are increasing. They appreciate that their learning is becoming more purposeful. While attainment in national assessments has been below that seen nationally, current pupils are beginning to make improved progress from their starting points. This is particularly evident where teaching is more consistent. Pupils, including those with additional needs and those who are disadvantaged, are increasingly supported to take part in all aspects of school life. Pupils who are known to social care are particularly well supported to feel a secure sense of belonging. Pupils value opportunities to attend extra-curricular clubs. They can also take on leadership roles and share their views. They appreciate the care they receive and increasingly experience school as a place where they belong and can succeed.

What the school should improve

• Leaders should ensure that inclusive strategies are implemented consistently across all classes so that support for pupils with additional needs reduces barriers to learning and enables them to access the full curriculum.
• Leaders should ensure that a clear and coherent approach to teaching is implemented consistently across the wider curriculum so that all pupils receive the quality of education intended.
• Leaders should ensure that teachers consistently check pupils’ understanding and use this information to adapt teaching so that gaps in knowledge are identified and addressed promptly.
• Leaders and governors should continue to strengthen communication with parents and carers so that recent improvements are understood and supported, and confidence in the school’s work continues to grow.

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