Greenleaf Primary School

Greenleaf Primary School is performing very strongly overall. Pupils achieve highly, with attainment by the end of key stage 2 consistently above national averages in reading, writing and mathematics; disadvantaged pupils and pupils with SEND also make excellent progress from their starting points. The early years, inclusion, attendance and behaviour, leadership and governance, and personal development and wellbeing are all strong, and safeguarding standards are met. The school has a clear, ambitious curriculum and a caring, inclusive culture, with pupils who are polite, confident and well prepared for the next stage of education. Curriculum and teaching is the one area judged at the expected standard rather than strong. Teaching is mostly effective and pupils achieve well, but in a few instances the impact of recent professional learning is not fully embedded, so teaching is not always precisely tuned to pupils' prior knowledge and skills. Leaders have been asked to strengthen the consistency with which teaching adjusts and responds to what pupils already know and can do. This is a larger-than-average primary school with 455 pupils, located in an area of well-above-average deprivation. It does not have a resourced SEND unit, and the headteacher is Sohana Qureshi. The inspection was a full section 5 inspection under the renewed framework.

Strengths

• Pupils achieve highly, with attainment above national averages in reading, writing and mathematics by the end of key stage 2.
• Disadvantaged pupils attain highly, including above non-disadvantaged peers nationally in reading and English punctuation, grammar and spelling.
• Pupils with SEND make highly positive progress from their starting points through targeted support.
• Children in the early years acquire secure knowledge in number, phonics and early writing.
• Pupils develop and recall important curriculum knowledge, producing high-quality work and demonstrating resilience and independence.
• Attendance is strong, with punctuality and a significant reduction in persistent absence.
• Pupils are polite, respectful and engaged, and behaviour at social times is exemplary.
• Inclusion is a major strength, with early identification, personalised plans and effective use of additional funding.
• Leadership and governance are cohesive and ambitious, with high-quality staff development and rigorous governor accountability.
• The personal development programme is comprehensive, covering safety, relationships, consent, rights and life beyond school.
• An extensive range of clubs, leadership roles and educational visits builds confidence and belonging.
• Staff know pupils well and provide responsive pastoral support, helping pupils feel safe and cared for.
• The school has an open and positive safeguarding culture, and safeguarding standards are met.

Areas for Improvement

• Teaching is mostly effective, but in a few instances it is not fine-tuned to pupils' prior knowledge and skills.
• The impact of professional learning on teaching is not fully embedded across all classrooms.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Greenleaf Primary School attended 95.5% of sessions (the national figure for primary schools was 94.8%). 9.7% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 1.5% of pupils at Greenleaf Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Greenleaf Primary School had 23.0 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 5.1% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 13.4% of pupils at Greenleaf Primary School were on SEN support (nationally 15.4%) and 4.5% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Greenleaf Primary School received £7,935 and spent £8,266 for each of its 447 pupils. It ended the year with a deficit of £169,000 (-£379 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Waltham Forest · Waltham Forest local authority: places and applications

What is Greenleaf Primary School's Ofsted rating?

The latest Ofsted rating for Greenleaf Primary School is Expected standard, from an inspection in September 2026.

When was Greenleaf Primary School last inspected by Ofsted?

Greenleaf Primary School was last inspected in September 2026.

How many pupils does Greenleaf Primary School have?

Greenleaf Primary School has 464 pupils on roll.

What age range does Greenleaf Primary School cover?

Greenleaf Primary School for pupils aged 3 to 11.

What are Greenleaf Primary School's SATs (KS2) results?

In 2025, 71% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Greenleaf Primary School?

Greenleaf Primary School is at 80 Greenleaf Road, Walthamstow, London, E17 6QW.