Greenmount Primary School

Strengths

• Safeguarding standards are met, with an open culture where concerns are actively identified and managed.
• Attendance leadership is strategic and tenacious, and attendance is improving including for vulnerable pupils.
• Persistent absence is reducing, reflecting the positive impact of leaders' work.
• Behaviour is clear, consistent and calm, with low exclusion rates and effective handling of bullying and discriminatory language.
• Early years provision is well organised and nurturing from age 2, giving children a secure start.
• Early years teaching is typically effective, with accurate assessment and strong support for children's independence.
• Children in early years achieve well from their starting points, including in early reading and writing.
• Personal development and wellbeing are prioritised, helping pupils develop confidence, resilience and ambition.
• Pupils feel safe, can identify trusted adults, and understand online safety, relationships and consent.
• Pastoral support is a priority, with effective help for families facing hardship and a strong sense of belonging.
• Extra-curricular provision is tailored and inclusive, with disadvantaged pupils well represented.
• Playtime provision has been thoughtfully developed to promote collaboration and social development.
• Leaders accurately understand the school's strengths and weaknesses and act in pupils' best interests.
• Professional development is purposeful and aligned to school priorities, and staff typically feel supported.
• Governors fulfil their statutory duties and understand the school's priorities.
• Pupil premium funding is allocated effectively to improve engagement for many disadvantaged pupils.
• Alternative provision is used appropriately and in the best interests of pupils.

Areas for Improvement

• Published key stage 2 outcomes have been too low for too long, with pupils and disadvantaged pupils attaining significantly below national averages.
• Older pupils have gaps in transcription and mathematics that limit their ability to build on prior knowledge.
• Not all pupils are sufficiently well prepared for their next stages of education.
• Curriculum delivery varies too much across the school, especially in foundation subjects where teachers choose how to deliver lessons.
• Assessment checks are inconsistent, so gaps in pupils' knowledge are not always identified or addressed promptly.
• Adaptations for pupils with SEND and additional needs vary in quality and are not consistently effective.
• Inclusion strategies are not yet embedded, leading to uneven impact for pupils with SEND and disadvantaged pupils.
• Individual education plans vary in quality, and some targets are too broad and lack sharp evaluation.
• Provision in the specially resourced SEND provision is uneven, with stronger key stage 1 practice not replicated securely in key stage 2.
• Leadership actions are at an early stage and have not yet secured consistent practice across the school.
• Communication with parents and carers is not yet effective enough, limiting understanding and support for recent improvements.
• Persistent absence remains high, although the number of persistently absent pupils has reduced.

• Primary Schools
• Secondary Schools