Greenfields Primary School

Greenfields Primary School is a warm, inclusive school where pupils are known well and supported effectively. Inspectors found the early years provision and the school’s inclusion work to be particularly strong, while achievement, attendance and behaviour, curriculum and teaching, leadership and governance, and personal development and wellbeing were all secure. Safeguarding standards are met, and leaders have created an open culture in which pupils feel safe. The school serves a community with a high proportion of pupils with SEND and many pupils joining at different points, and leaders understand these challenges well. Pupils achieve well overall, with reading and mathematics outcomes consistently above national averages and disadvantaged pupils and pupils with SEND supported to participate fully. Behaviour is calm and positive, bullying is uncommon, and the personal development programme provides a wide range of experiences. Staff feel valued and governors provide effective support and challenge. Attendance is improving because of persistent work with families, but it remains below national averages, and persistent absence is above average. The main areas for improvement are in the consistency of teaching and writing. Teachers do not always break learning into manageable steps or use checks on learning consistently well, and expectations for presentation and accurate writing are not applied consistently across the curriculum. Writing outcomes are broadly in line with national averages, but these inconsistencies mean some pupils do not achieve as highly as they might.

Strengths

• Early years provision is strong, with skilful adult modelling and rapid progress from children's starting points.
• Inclusion is at the heart of the school, ensuring disadvantaged pupils and pupils with SEND participate fully.
• Reading and mathematics outcomes are consistently above national averages.
• Pupils achieve well from their varied starting points and can confidently explain their learning.
• Behaviour is calm, positive and inclusive, and pupils feel safe.
• The personal development programme offers a broad range of experiences and prepares pupils well for life in modern Britain.
• Leadership and governance are effective, with leaders and governors knowing the school's strengths and challenges well.
• Safeguarding standards are met through an open and positive culture.
• Staff feel valued and supported, and work collaboratively to improve outcomes.
• Attendance support is persistent and attendance is improving.

Areas for Improvement

• Attendance remains below national averages, and persistent absence is above average.
• Teachers do not consistently break learning into manageable steps, so some pupils lose focus on key skills.
• Checks on pupils' learning are not used consistently well across the curriculum.
• Expectations for presentation and the accurate application of writing are not applied consistently.
• Writing outcomes are broadly in line with national averages, and inconsistencies mean some pupils do not achieve as highly as they might.

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 Greenfields Primary School attended 93.3% of sessions (the national figure for primary schools was 94.8%). 16.7% 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, 0.9% of pupils at Greenfields 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 Greenfields Primary School had 21.3 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 14.3% 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, 14.2% of pupils at Greenfields Primary School were on SEN support (nationally 15.4%) and 7.1% 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 Greenfields Primary School received £8,071 and spent £7,935 for each of its 205 pupils. It ended the year with reserves of £166,000 (£810 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 Watford · Hertfordshire local authority: places and applications

What is Greenfields Primary School's Ofsted rating?

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

When was Greenfields Primary School last inspected by Ofsted?

Greenfields Primary School was last inspected in July 2026.

How many pupils does Greenfields Primary School have?

Greenfields Primary School has 212 pupils on roll.

What age range does Greenfields Primary School cover?

Greenfields Primary School for pupils aged 3 to 11.

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

In 2025, 67% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Greenfields Primary School?

Greenfields Primary School is at Ellesborough Close, Watford, Hertfordshire, WD19 6QH.