School etc

Greenfield Primary School

Greenfield Primary School
Gwendoline Drive

phone: 0116 2773584

headteacher: Mr Colin Bowpitt


school holidays: via Leicestershire council

512 pupils aged 4—10y mixed gender
564 pupils capacity: 91% full

250 boys 49%


260 girls 51%


Last updated: July 21, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Open date
Jan. 9, 2001
Reason open
Result of Amalgamation
OSGB coordinates
Easting: 458366, Northing: 295684
GPS coordinates
Latitude: 52.556, Longitude: -1.1406
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 10, 2014
Region › Const. › Ward
East Midlands › South Leicestershire › Countesthorpe
Town and Fringe - less sparse
Free school meals %

rooms to rent in Leicester

Schools nearby

  1. 0.1 miles Beechwood Community Infant School LE85SG
  2. 0.1 miles Linden Community Junior School LE85SG
  3. 0.7 miles Moel Llys Short Stay School LE92EA
  4. 0.7 miles Oakfield School LE84FE (12 pupils)
  5. 0.8 miles Countesthorpe Community College LE85PR
  6. 0.8 miles Leysland High School LE85PR
  7. 0.8 miles Countesthorpe Community College LE85PR (1057 pupils)
  8. 0.8 miles Leysland High School LE85PR (581 pupils)
  9. 0.9 miles Countesthorpe Nursery School LE85PB (35 pupils)
  10. 1.2 mile Blaby Community Home LE84FE
  11. 1.2 mile Blaby Centre LE84FE
  12. 1.3 mile Blaby Thistly Meadow Primary School LE84FE (203 pupils)
  13. 1.6 mile Badgerbrook Primary School LE86ZW (384 pupils)
  14. 1.6 mile Parkland Primary School South Wigston LE184TA
  15. 1.6 mile South Wigston High School LE184TA
  16. 1.6 mile South Wigston High School LE184TA (728 pupils)
  17. 1.6 mile Parkland Primary School South Wigston LE184TA (492 pupils)
  18. 1.7 mile Blaby Stokes Church of England Primary School LE84EG (352 pupils)
  19. 1.8 mile Thythorn Field Community Primary School LE182QU (163 pupils)
  20. 1.9 mile St Peter's Church of England Primary School Whetstone LE86NJ (239 pupils)
  21. 2 miles Guthlaxton College Wigston LE182DS
  22. 2 miles Abington High School LE182DU
  23. 2 miles Abington Academy LE182DU (639 pupils)
  24. 2 miles Guthlaxton College Wigston LE182DS (1017 pupils)

List of schools in Leicester

School report

Greenfield Primary School

Gwendoline Drive, Countesthorpe, Leicester, LE8 5SG

Inspection dates 10–11 June 2014
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Pupils achieve well and make good progress
Teaching is good and some is outstanding.
The way subjects are taught is interesting
Behaviour is good in and around school.
Pupils feel safe in school and know how to
in reading, writing and mathematics
throughout the school.
Teachers create an atmosphere in lessons
which encourages pupils’ enthusiasm for
and exciting. The large number of musical
and sporting activities promotes a healthy
lifestyle and these give pupils the chance to
work with those from other schools.
Pupils are considerate and polite, to adults
and to each other.
stay safe in different situations.
The headteacher and senior leaders rigorously
Governors are very supportive and visit the
Pupils’ spiritual, moral, social and cultural
track how well pupils are learning. They make
sure that any in danger of falling behind are
helped to keep up. They carefully check the
quality of teaching and have ensured that it is
consistently good or better, so achievement
has improved.
school regularly to see how well it is doing.
They ask the senior leaders challenging
questions, successfully holding them
accountable for improving the school.
development is particularly strong. The school
builds pupils’ confidence to express their views
in a thoughtful and appropriate way while
respecting the views of others.
While most teachers give pupils clear
Occasionally, more-able pupils lose focus in
guidance as to how they can improve their
work, this is not consistent in all classes.
Pupils are not always given the opportunity to
act on this advice.
lessons when teachers explain work that they
already understand.
Subject leaders have not had the opportunity
to develop skills to analyse how well pupils are
doing in their subjects or to use this
information to drive improvement.

Information about this inspection

  • The inspectors observed 31 lessons or parts of lessons, eight of which were seen together with
    the headteacher or deputy headteacher.
  • Meetings were held with the headteacher, other staff, three groups of pupils, the Chair and Vice-
    Chair of the Governing Body, one other governor and a representative from the local authority.
  • Informal discussions were also held with parents.
  • The inspectors took account of the 76 responses to Ofsted’s online questionnaire Parent View,
    the school’s own questionnaires for pupils and parents, individual communications from parents
    and the 31 completed staff questionnaires.
  • The inspectors observed the school’s work and reviewed a range of documentation, including the
    school’s checks on its performance, its analysis and tracking of pupils’ progress, records of
    behaviour and safety, school improvement plans, records relating to classroom observations and
    the management of staff performance, safeguarding arrangements and records of meetings of
    the governing body.
  • The inspectors also looked at pupils’ work, listened to pupils read and checked information on

Inspection team

Susan Hughes, Lead inspector Additional Inspector
John Bates Additional Inspector
Denise Dalton Additional Inspector

Full report

Information about this school

  • The school is larger than the average-sized primary school.
  • The proportion of pupils supported by the pupil premium, which is additional funding for pupils
    who are known to be eligible for free school meals or are looked after by the local authority, is
    below average.
  • Most pupils are White British. The proportion of pupils from minority ethnic groups is below
    average. The proportion of pupils who speak English as an additional language is also below
  • The proportion of disabled pupils and those who have special educational needs supported
    through school action is below average. The proportion of such pupils supported at school action
    plus or through a statement of special educational needs is also below average.
  • The headteacher leads two other local schools in addition to Greenfield Primary School.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.

What does the school need to do to improve further?

  • Improve teaching so that more is outstanding by ensuring that:
    all teachers give pupils helpful guidance as to how they can improve their work and make sure
    that pupils act on the advice
    all teachers make sure that more-able pupils have opportunities to make good progress
    throughout the lessons.
  • Strengthen leadership and management by providing more opportunities for subject leaders to
    analyse pupils’ progress and use the information to increase achievement in their areas of

Inspection judgements

The achievement of pupils is good
  • Most children start in the Reception classes with skills lower than those typical for their age.
    They make good progress and leave with skills at least typical for their age, and some stronger.
    Personal, social and emotional skills are particularly well developed and children are articulate
    and confident by the time they start Year 1. In 2013, the proportion of pupils who reached a
    good level of development was above average.
  • The results of the most recent national screening check at the end of Year 1 on pupils’
    knowledge of phonics (the sounds that letters represent in words) were above average. During
    the inspection, pupils showed that they could use these skills well to read and write unfamiliar
  • All groups of pupils continue to make good progress through Key Stages 1 and 2. Standards in
    reading and mathematics for pupils currently in the school are well above average. While
    standards in writing are slightly lower, they are still above average and pupils’ are making good
    progress in this subject.
  • In 2013, results of national assessments showed that the overall progress of Year 6 pupils, since
    they left Key Stage 1, required improvement. This was because of weaker teaching and progress
    earlier in their time in Key Stage 2, when they fell behind. Their rate of progress improved in
    Year 5 and they made outstanding progress during their time in Year 6. This made up a lot of
    the ground lost previously, but did not enable them to eliminate all the weaknesses in their
    knowledge and skills.
  • The most-able pupils make good progress in most classes. Occasionally, however, they do not
    make the rapid progress they are capable of. This is because there are times in the lesson when
    they are waiting for work which will help them develop new skills and move forward in their
  • Year 6 pupils entitled to support from the pupil premium in 2013 attained just above other pupils
    in mathematics but were three terms behind in reading and two and a half terms behind in
    writing. Eligible pupils currently in the school, however, are making better progress than other
    pupils. This means that, as they move through the school, gaps between their attainment and
    that of their classmates are steadily closing. For pupils currently in Year 6, there is no difference
    in attainment between eligible pupils and others.
  • Disabled pupils and those who have special educational needs make equally good progress to
    other pupils. They are well supported by additional adults and teachers both in the classroom
    and in small groups as needed. Their progress is carefully tracked to make sure the support
    continues to be effective as their needs change.
The quality of teaching is good
  • Teaching is good and some is outstanding. Teachers develop a positive atmosphere so pupils are
    successfully encouraged to ‘have a go’ at new skills and view any mistakes as learning
    opportunities. Pupils respond well to this and enthusiastically try new tasks and talk confidently
    about their learning. For example, Year 1 pupils used coins to see how many ways they could
    make different amounts of money. They discussed the options with classmates to find all the
    variations while developing their mathematical vocabulary.
  • In the Reception classes, teachers provide a good balance between activities that are led by
    adults, opportunities for children to play together and work on their own. This means that
    children can practice the skills they have learnt earlier with an adult while playing games or
    exploring. During the inspection, some boys excitedly listened for animal sounds in the dark
    room and then used their phonic skills to list the animals heard. Other children used number
    skills to score their skittles game or work the cash till in their imaginary zoo.
  • Pupils who are entitled to support from the pupil premium, disabled pupils and those who have
    special educational needs are all helped to make good progress. Well-briefed adults are sensitive
    to their particular needs and follow the good examples that teachers set in asking questions
    which develop learning.
  • Sports are taught well throughout the school. Some of the new primary sports funding is used to
    employ coaches who work alongside teachers. This means that pupils receive high quality
    coaching, while teachers learn new techniques that they can use in their own teaching. Pupils
    enjoy sports activities and have been very successful when competing against other schools.
  • In lessons, teachers constantly check pupils’ understanding and build on this. They ask searching
    questions and encourage pupils to explain their answers which helps them develop their thinking
    and learning. Occasionally, however, some more-able pupils lose focus if the teacher is
    explaining what they already know and they are impatient to do more challenging work which
    helps them make more rapid progress.
  • Most teachers give pupils clear guidance as to how they can improve their work. They then
    make sure that pupils have the opportunity to act on the advice. However, this is not
    consistently done in all classes. Some advice is clearer than others and sometimes teachers do
    not ensure that it is acted upon.
The behaviour and safety of pupils are good
  • The school’s work to keep pupils safe and secure is good. Leaders ensure that clear procedures
    are in place and staff are rigorously checked prior to appointment. Pupils know how to use the
    internet safely and told inspectors about visitors to school who taught them road and fire safety.
  • Adults set a good example to pupils in the courteous and sensitive way they speak to them.
    Pupils respond well to these good role models and enter into discussions maturely and with
    respect for others’ feelings. For example, Year 6 pupils sensibly discussed the difference
    between legal and illegal drug usage.
  • The behaviour of pupils is good. This is true in lessons and around school. They are pleasant and
    polite and play happily together on the playground. In lessons pupils readily help each other and
    show concern if anyone is troubled. Pupils who are new to the school say that it is a friendly
    place and they quickly settled in.
  • Pupils who find behaving well difficult are well supported. The clear system of rewards and
    sanctions which are consistently followed by staff helps them improve their behaviour over time.
    There are few disruptions to lessons and pupils feel that overall behaviour is good in the school.
  • Pupils have a good understanding of different forms of bullying, including emotional and cyber
    bullying. They say there is some occasional bullying but it is always sorted out, even if it takes a
    little while sometimes. Pupils were adamant that there was always someone they could go to if
    they had any concerns and they know they would be taken seriously.
  • Pupils say they enjoy coming to school. This is reflected in their good, and still improving,
The leadership and management are good
  • The school is ably led by the energetic and enthusiastic headteacher and his leadership team.
    Senior leaders rigorously check how well pupils are doing to quickly identify and help any who
    are in danger of not making good progress. Some subject leaders, however, have not had the
    opportunity to develop skills of analysing achievement patterns across the whole school in their
    areas of responsibility.
  • The appraisal system for checking teachers’ performance, introduced last year, has contributed
    to the good teaching across the school. Individual targets are used by the headteacher and the
    governing body to measure whether pay rises and promotion are justified by results. Staff say
    they are able to refine their skills and learn new ones through regular training opportunities.
  • The school has formed strong partnerships with other schools, especially those who share the
    same headteacher. This helps staff share expertise and learn from each other while giving pupils
    opportunities to work with those in other schools. The school promotes equality of opportunity
    well and makes sure that no groups of pupils achieve less well than others.
  • Teachers develop pupils’ literacy and numeracy skills effectively in different subjects. For
    example, they consistently remind pupils about the importance of grammatical accuracy,
    whether writing a historical account or recording a scientific investigation. The school has
    already started teaching parts of the new curriculum which is due to be introduced in September
  • Music, art and sports play an important part in pupils’ learning. Most pupils have the opportunity
    to learn an instrument and, during the inspection, steel drums were being taught. Pupils’ art
    work is displayed around the school and shows well-developed skills.
  • Good use is made of the additional government funding for sports and physical education to
    improve pupils’ physical well-being and skills. For example, additional sports clubs and organised
    games at lunchtime are run by specialist coaches, and are well attended.
  • The school’s strong spiritual, moral, social and cultural education supports pupils in developing
    self-awareness and respect for others. It gives pupils confidence to formulate well-structured
    discussions and ask pertinent questions. For example, when Year 5 pupils talked about objects
    that are precious to them, a pupil suggested more thinking time to make sure they were
    mentally well-prepared. They listened intently and asked each other thoughtful questions.
  • The local authority has provided appropriate checks to make sure that pupils achieve well. Prior
    to the 2013 Year 6 results, it assessed the school as not needing additional support and has re-
    established that pupils continue to make good progress and achieve well.
  • The governance of the school:
    Governors are very supportive and understand the strengths of the school and how it can
    improve. They visit regularly to check for themselves how well pupils are doing and ask senior
    leaders challenging questions to make sure that no groups of pupils are being left behind.
    Governors talk to pupils regularly about their learning and to hear their views of the school.
    They make good use of data to check how well pupils are making progress.
    Governors manage the school’s finances effectively and know that the pupil premium is
    helping eligible pupils to achieve well. They understand how the new primary school sports
    funding is used to extend physical education opportunities. Governors appreciate how the new
    appraisal system has contributed to the good teaching. They make sure that teachers’ pay
    rises are linked to the progress that pupils make and that teachers have high quality training
    Governors make sure that national requirements for safeguarding and child protection are

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 132226
Local authority Leicestershire
Inspection number 443897

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 4-11
Gender of pupils Mixed
Number of pupils on the school roll 524
Appropriate authority The governing body
Chair Martin Smith
Headteacher Colin Bowpitt
Date of previous school inspection 20 April 2010
Telephone number 0116 2773584
Fax number 0116 2781365
Email address reveal email: off…


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