Greenfield Primary School
phone: 0116 2773584
headteacher: Mr Colin Bowpitt
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 %
- 0.1 miles Beechwood Community Infant School LE85SG
- 0.1 miles Linden Community Junior School LE85SG
- 0.7 miles Moel Llys Short Stay School LE92EA
- 0.7 miles Oakfield School LE84FE (12 pupils)
- 0.8 miles Countesthorpe Community College LE85PR
- 0.8 miles Leysland High School LE85PR
- 0.8 miles Countesthorpe Community College LE85PR (1057 pupils)
- 0.8 miles Leysland High School LE85PR (581 pupils)
- 0.9 miles Countesthorpe Nursery School LE85PB (35 pupils)
- 1.2 mile Blaby Community Home LE84FE
- 1.2 mile Blaby Centre LE84FE
- 1.3 mile Blaby Thistly Meadow Primary School LE84FE (203 pupils)
- 1.6 mile Badgerbrook Primary School LE86ZW (384 pupils)
- 1.6 mile Parkland Primary School South Wigston LE184TA
- 1.6 mile South Wigston High School LE184TA
- 1.6 mile South Wigston High School LE184TA (728 pupils)
- 1.6 mile Parkland Primary School South Wigston LE184TA (492 pupils)
- 1.7 mile Blaby Stokes Church of England Primary School LE84EG (352 pupils)
- 1.8 mile Thythorn Field Community Primary School LE182QU (163 pupils)
- 1.9 mile St Peter's Church of England Primary School Whetstone LE86NJ (239 pupils)
- 2 miles Guthlaxton College Wigston LE182DS
- 2 miles Abington High School LE182DU
- 2 miles Abington Academy LE182DU (639 pupils)
- 2 miles Guthlaxton College Wigston LE182DS (1017 pupils)
Greenfield Primary School
Gwendoline Drive, Countesthorpe, Leicester, LE8 5SG
|Inspection dates||10–11 June 2014|
|Overall effectiveness||This 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
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
| 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
|Susan Hughes, Lead inspector||Additional Inspector|
|John Bates||Additional Inspector|
|Denise Dalton||Additional Inspector|
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
- 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
|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 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.
|Unique reference number||132226|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4-11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||524|
|Appropriate authority||The governing body|
|Date of previous school inspection||20 April 2010|
|Telephone number||0116 2773584|
|Fax number||0116 2781365|