Greenfield Primary School Closed - academy converter Aug. 31, 2012
phone: 0117 *** ***
head teacher: Mrs Elaine Cain
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Open date
- Sept. 1, 2006
- Close date
- Aug. 31, 2012
- Reason open
- Result of Amalgamation
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 358442, Northing: 169325
- GPS coordinates
- Latitude: 51.421, Longitude: -2.5991
- Accepting pupils
- 3—11 years old
- Ofsted last inspection
- May 4, 2010
- Region › Const. › Ward
- South West › Bristol South › Filwood
- Urban > 10k - less sparse
- SEN priorities
- BESD - Behaviour, Emotional and Social Difficulty
- Novers Lane Junior School BS41QW
- Novers Lane Infant School BS41QW
- Greenfield E-Act Primary Academy BS41QW (363 pupils)
- 0.2 miles Knowle DGE BS41NN (136 pupils)
- 0.3 miles Novers Hill Nursery School BS41NN
- 0.3 miles Courtlands Special School BS41RA
- 0.3 miles Courtlands Special School BS41RA
- 0.3 miles Knowle West Early Years Centre BS41NN (99 pupils)
- 0.4 miles Merrywood Girls' School BS41QB
- 0.5 miles Headley Park Primary School BS137QB (427 pupils)
- 0.6 miles Queensdale Junior School BS41NH
- 0.6 miles School of Christ The King Catholic Primary BS41HD (202 pupils)
- 0.6 miles Filwood Park Junior School BS41NH
- 0.7 miles Connaught Infants' School BS41NH
- 0.7 miles Connaught Primary School BS41NH
- 0.7 miles Oasis Academy Connaught BS41NH (338 pupils)
- 0.8 miles Bedminster Down Junior School BS137EN
- 0.8 miles Bedminster Down Infant School BS137EN
- 0.8 miles Parson Street Primary School BS35NR
- 0.8 miles Whitehouse Primary School BS139PB
- 0.8 miles Fulford School BS139PB
- 0.8 miles Cheddar Grove Primary School BS137EN (450 pupils)
- 0.8 miles Fulford Centre BS139PB
- 0.8 miles Parson Street Primary School BS35NR (499 pupils)
14 October 2011
Mr S Luke
Greenfield Primary School
Dear Mr Luke
Ofsted monitoring of Grade 3 schools: monitoring inspection of Greenfield
Thank you for the help which you and your staff and pupils gave when I inspected
your school on 13 October 2011,
for the time you gave to our telephone discussions
and for the information which you provided before and during the inspection. In
particular, please pass on my thanks to all those pupils who gave up their time to
talk to me at break and lunchtime.
I note that there have been significant changes to the school leadership, and other
staff changes, since the last inspection, including your appointment as headteacher
from January 2011.
As a result of the inspection on 4–5 May 2010, the school was asked to address the
most important areas for improvement which are set out in the annex to this letter.
Having considered all of the evidence I am of the opinion that at this time the school
has made good progress in making improvements and good progress in
demonstrating a better capacity for sustained improvement.
There is a clear trend of improvement in pupils’ achievement. Attainment at the end
of Year 6 is improving steadily and is close to the national average, with attainment
in mathematics slightly above average. The proportion of pupils making the progress
expected is rising and is above the national average. Pupils’ learning and progress in
the majority of lessons are at least good and outstanding in a small proportion.
Pupils’ progress is monitored well to provide good, and often excellent, individual
support. Children’s progress through the Early Years Foundation Stage and pupils’
progress through Key Stage 1 is tracked very carefully. Pupils are mostly clear about
their current level of achievement and their targets; they receive good feedback on
1–4 Portland Square
|T 0300 123 1231 |
Text Phone: 0161 6188524
|Direct T 0117 3115319 |
Direct F 0117 3150430
Pupils’ behaviour has improved and is at least good, and sometimes outstanding, in
lessons and around the school. The school has established very good classroom
routines and these are followed well. Considerable effort has been made in providing
pupils with a wide range of interesting activities at break and lunchtime to ensure
that they enjoy themselves, get on with each other and behave well. Praise should
be given to the work of the school council in this. Pupils’ attendance and punctuality
are improving steadily as a result of the actions the school has taken and because
many pupils enjoy school.
The improvements in the school are a direct result of the changes implemented by
the deputy headteacher, including during her period as acting headteacher, and the
new headteacher. They form a strong partnership and work relentlessly to make the
school a better place for pupils. Every one of the eight pupils I met over lunch
explained clearly a different aspect of the school they felt had improved significantly
in the last two years or more recently. The senior leaders have established a positive
atmosphere in the school and have worked hard to gain the support of staff, parents
and carers, and pupils. They have an accurate view of what the school needs to do
to improve further.
The school has made good progress in improving attainment in mathematics.
Support from an advanced skills teacher, organised by the local authority, has given
teachers more confidence and teaching is matched better to individual pupils’ needs.
Many pupils enjoy mathematics and explain the strategies they use, as well as
alternative methods. They are clear about how well they are doing in mathematics
and about how they can improve their work. They usually make at least good
progress in lessons.
Satisfactory progress has been made in improving the progress of more-able pupils.
Pupils who enter Key Stage 2 at Level 3 do not always progress to the expected
Level 5 by the end of Year 6. While there have been improvements and the
attainment of these pupils is rising slowly, in some lessons they are not challenged
sufficiently. In these lessons, they are either taught the same work as other pupils or
set work that does not extend their understanding sufficiently. However, there is
outstanding teaching in the school that can be used to show others how this can be
The school has made outstanding progress in implementing a systematic approach
to planning for, and tracking, the progress of pupils with significant behavioural and
emotional difficulties. The excellent procedures introduced since the last inspection
have been extended to cover not just those in the specialist unit, but also the high
proportion of pupils with special educational needs and/or disabilities in the school.
The particular learning needs of all of these pupils are met well. Those in the unit
are integrated extremely well into lessons. Credit must be given to the teacher
leading the unit for the progress made in this area. There is a deeply caring
approach in the school which enables the all-round development of all pupils to be at
the focus of everything the school does.
The local authority has provided extensive and well-targeted support for the school
through its School Improvement Partner and specialist support where required, for
example in mathematics. The recent relaxation of the intensity of this support
reflects the local authority’s confidence in the leadership of the school to continue
with the improvements already in place.
I hope that you have found the inspection helpful in promoting improvement in your
school. This letter will be posted on the Ofsted website.
Her Majesty’s Inspector
The areas for improvement identified during the inspection which took
place in May 2010.
- Improve attainment in mathematics so that the majority of Year 6 pupils attain at
least average levels in national tests in 2011 by:
− implementing a structured programme for teaching skills in calculation
− improving pupils' confidence and understanding in using their skills in
- Accelerate the progress of more-able pupils by:
− providing a greater level of challenge in lessons
− providing more opportunities for them to engage in open-ended tasks,
making use of ICT where appropriate.
- Implement a systematic approach to planning for, and tracking, the academic
progress of pupils with significant behavioural and emotional difficulties so that
the curriculum better meets their learning needs.