A primary academy school in south Bristol has been described as a “beacon of support for the community” by Ofsted following an inspection in October. Greenfield E-ACT Primary Academy, on Novers Lane in Knowle West, was rated as ‘Outstanding’ in three key judgements after impressing inspectors on October 15 and 16.
The behaviour and attitudes, leadership and management and early years provision were all judged to be ‘Outstanding’, whilst the quality of education and personal development were rated as ‘Good’. The primary school, with nursery provision, provides education for 339 pupils between the ages of three and 11. The school had previously been rated as ‘Good’.
Ofsted said the school “provides a haven where all pupils can blossom” including those with special educational needs and/or disabilities (SEND). The school is highly inclusive and all pupils feel that they belong there.
Leaders are “relentless” to make sure every pupil is successful and the ‘no-excuses’ culture sets high standards for learning and behaviour – which pupils rise to. Due to staff establishing routines from day one at the school, pupils’ behaviour is “exemplary” and are able to persevere even if tasks are difficult, before asking for help if needed.
The report said: “Pupils are safe in school, they know how to report any worries or concerns. Pupils know what healthy relationships are and understand and show the qualities of being a good friend.
“The school is a beacon of support for the community. Pupils are at the heart of all decision-making by the school and the trust. Families value the nurture and care their children receive.”
The curriculum is broad, ambitious and well-structured, which inspectors said was well-planned and sequenced across all subjects ensuring that new content builds on prior knowledge. The curriculum is “well taught” as teachers introduce new learning clearly and check pupils’ understanding.
However, some pupils struggle to recall knowledge from earlier in the term or year before which can make it tricky to connect previous and new knowledge together. Pupils may not remember past learning as effectively as they could.
In the early years, children make great progress. Staff design activities that help children practice learning, including in learning phonics. Communication and language development is prioritised as many children start school with “limited speech and language skills”.
Reading is prioritised also within the curriculum and staff were praised for their high level of expertise in teaching phonics. Staff are able to spot pupils who fall behind and give the right support effectively.
The report said: “Robust procedures are used to identify the needs of pupils with SEND. The school understands the best ways to meet their needs as teaching staff adapt lessons to ensure pupils with SEND can learn alongside their peers. As a result, pupils with SEND make good progress through the curriculum and achieve well.
“The school is unswerving in its approach to ensuring good attendance. It works closely with families and external agencies. An exciting curriculum and clubs such as skateboarding inspire pupils to attend school.”
The school values underpin the personal development curriculum and allows pupils to do additional activities outside the classroom. For example, year five pupils help fundraise for a local charity.
The belief that all pupils will succeed drives the work of the school. Leaders regularly review the school’s work to make sure pupils receive the best education and staff speak highly of the leaders.
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