School etc

Greengate Junior School

Greengate Junior School
Greengate Street

phone: 01229 812592

headteacher: Mrs S Jackson

reveal email: csm…

school holidays: via Cumbria council

206 pupils aged 7—11y mixed gender
320 pupils capacity: 64% full

100 boys 49%


105 girls 51%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 320356, Northing: 469212
GPS coordinates
Latitude: 54.113, Longitude: -3.2198
Accepting pupils
7—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 18, 2012
Region › Const. › Ward
North West › Barrow and Furness › Central
Urban > 10k - less sparse
Free school meals %

rooms to rent in Barrow-In-Furness

Schools nearby

  1. 0.2 miles Ramsden Infant School LA141AN (145 pupils)
  2. 0.3 miles St George's CofE School LA142JN (223 pupils)
  3. 0.3 miles Sacred Heart Catholic Primary School LA142BA (200 pupils)
  4. 0.3 miles The Alfred Barrow School LA142LB
  5. 0.4 miles Greengate Infant School LA139BY (172 pupils)
  6. 0.5 miles Furness Academy LA139BB (1008 pupils)
  7. 0.6 miles Abbotsmead Junior School LA139RP
  8. 0.6 miles Parkview School LA139AY
  9. 0.6 miles Cambridge Primary School LA139RP (224 pupils)
  10. 0.7 miles Bram Longstaffe Nursery School LA142RX (69 pupils)
  11. 0.7 miles Newbridge House PRU LA139HU (6 pupils)
  12. 0.7 miles Brisbane Park Infant School LA141NY (118 pupils)
  13. 0.7 miles Priory Grove Infant School LA139NP
  14. 0.7 miles Barrow Island Community Primary School LA142SJ (162 pupils)
  15. 0.7 miles St James' CofE Junior School LA141NY (163 pupils)
  16. 0.8 miles Hindpool Nursery School LA145TS (85 pupils)
  17. 0.8 miles South Newbarns Infant School LA139DZ
  18. 0.9 miles Furness College LA142PJ
  19. 1 mile Victoria Infant and Nursery School LA145QN (251 pupils)
  20. 1 mile Newbarns Primary School LA139ET (458 pupils)
  21. 1 mile Holy Family Catholic Primary School LA139LR (229 pupils)
  22. 1 mile South Newbarns Junior School LA139ET
  23. 1.1 mile Victoria Junior School LA145NE (207 pupils)
  24. 1.1 mile Thorncliffe School - A Specialist Sports College LA145QP

List of schools in Barrow-In-Furness

School report

Greengate Junior

Greengate Street, Barrow-in-Furness, Cumbria, LA14 1BG

Inspection dates 18-19 September 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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

The school is good and improving because
The school continues to build upon its
Teaching is good. In lessons, varied resources
the headteacher, fully supported by
governors, has brought about a culture of
learning which is firmly and successfully
focused on improving teaching and ensuring
that pupils achieve well.
strengths. It ensures that pupils are kept
safe, provides excellent personal and
emotional care for pupils and their families
and plays a central role in meeting the needs
of the community it serves.
and creative teaching methods engage pupils’
interest so they enjoy learning.
Pupils enter the school in Year 3 with
Pupils’ behaviour is very well managed. Staff
The roles of senior leaders are developing
attainment which is below that expected for
their age. They make good progress and
achieve well to reach broadly average
standards when they leave Year 6.
very skilfully help pupils develop good
attitudes to learning which improve as pupils
progress through the school.
well. They are fully involved in monitoring
and evaluating the school’s work and are
bringing about improvements in literacy and
Teaching is good but not yet outstanding.
Good practice in teaching is not yet fully
This is because in some lessons pupils are
asked to listen to the teacher for too long.
They do not always have enough chances to
improve their own and each other’s work.
shared across the school.
Middle-attaining pupils and those supported
This is because their needs are not always
at school action make slightly slower progress
than other groups of pupils do.
identified early enough and teaching methods
and work in lessons are not always fully
matched to them.

Information about this inspection

  • Inspectors observed 11 teachers teaching 15 lessons. In addition, they watched small groups
    of pupils being taught literacy and numeracy and listened to pupils read.
  • Meetings and discussions were held with groups of pupils, members of the governing body, the
    local authority and school staff.
  • Inspectors observed the school's work, and looked at pupils’ books, progress data,
    safeguarding information and eight parents’ responses to the on-line questionnaire (Parent

Inspection team

Ann Ashdown, lead inspector Additional Inspector
Peter Evea Additional Inspector

Full report

Information about this school

  • This is larger than the average-sized primary school. An above average proportion of pupils is
    known to be eligible for the pupil premium. A well below average proportion of pupils is from
    minority ethnic backgrounds and a similar proportion speaks English as an additional language.
  • The proportion of disabled pupils and those who have special educational needs who are
    supported at school action is well above average. A similar proportion is supported at school
    action plus or has a statement of special educational needs.
  • The school meets the government’s current floor standard, which sets out the minimum
    expectations for attainment and progress.

What does the school need to do to improve further?

  • Improve teaching from good to outstanding by:
    always giving pupils an appropriate balance of opportunities to learn independently as well
    as listen to their teacher
    sharing good practice in teaching more widely across the school
    giving pupils more opportunities to learn by assessing their own and each other’s work.
  • Raise the achievement of middle-attaining pupils and those who have special educational
    needs and are supported at school action by:
    identifying even earlier those who need extra help and providing this through more sharply
    focused small group and one-to-one teaching
    ensuring that all teachers differentiate work in lessons so that it more precisely matches
    the needs of all groups of pupils.

Inspection judgements

The achievement of pupils is good
  • Staff help pupils to develop good attitudes to learning so in lessons they work hard and are
    keen to answer questions. All groups of pupils including those supported by the pupil premium
    and those who speak English as an additional language make good progress and achieve well.
  • Pupils’ attainment is below that expected for their age when they enter the school but by the
    end of Year 6 they are reaching broadly average standards in mathematics and English.
  • The school’s detailed tracking of pupils’ progress, work in their books and that displayed on
    classroom walls all confirm that current pupils are making good progress over time.
  • In English lessons, Year 6 pupils were seen making particularly good progress as they
    confidently constructed ‘mini suspense stories’ and produced detailed story maps which clearly
    demonstrated how well they understood the books they were reading.
  • Regular guided reading sessions help pupils to make good progress in improving their reading
    skills. Attainment in reading is below average in Year 3 but is broadly average by the time
    pupils leave the school.
  • Higher-attaining pupils make good progress, particularly when they are taught in small groups.
    In one such mathematics session, they were seen achieving high standards because the
    teacher asked open-ended questions which really challenged their thinking.
  • Pupils who have statements of special need and those supported at school action plus also
    make good progress because they receive skilled support from both teachers and teaching
  • Middle-attaining pupils and those who are supported at school action make slightly slower,
    although still good, progress because they receive less small group and one-to-one teaching
    and their needs are not always precisely identified early enough.
The quality of teaching is good
  • Teaching is usually good and some lessons have elements of outstanding teaching.
  • In a particularly good lesson, the teacher skilfully ensured that pupils did not drift off task by
    giving them a very good balance of teacher-led and independent activities which engaged their
    interest. However this good practice is not yet fully shared and was not seen in all lessons.
  • Teachers manage their classes very well. They create a calm and positive classroom
    atmosphere which enables pupils to develop good learning habits and enjoy their lessons.
    Teachers make good use of praise and rewards to build their pupils’ confidence so they can
    produce their best work.
  • Attractive resources, good use of information and communication technology (ICT) and varied
    teaching methods all contribute to pupils enjoyment of learning and help them achieve well. In
    a Year 3 class, the teacher and teaching assistant provided a memorable learning experience
    for the class as they cleverly acted out a phone call from a ‘daughter’ to her ‘mother’
    enthusiastically describing how she had just discovered a secret garden.
  • Teachers mark and assess pupils’ work regularly. Realistic targets are set and pupils are clear
    about how to achieve them. However, pupils do not always have sufficient opportunities to
    learn by assessing their own and each other’s work.
  • Teaching assistants are knowledgeable, skilled and well-deployed. They help to ensure that the
    pupils they support, both in class and in small groups, make good progress.
  • In some classes, teachers are adept at tailoring the work set to different groups of pupils. In
    other classes, work is not sufficiently well-matched to the needs of all pupils, particularly
    middle-attainers and those who have special educational needs and are supported at school
The behaviour and safety of pupils are good
  • Pupils’ behaviour is managed very well by all staff. Good use is made of sanctions and rewards
    to encourage pupils to behave well. Consequently, most are kind and polite to each other, staff
    and visitors and typically behave well in classrooms and around the school.
  • Teachers monitor pupils’ behaviour and their social and emotional development very carefully,
    particularly that of pupils whose circumstances make them vulnerable. Pupils then receive very
    sensitive help, including that from specialist outside agencies when needed. The care that
    pupils and their families receive is a great strength of the school and enables all pupils to be
    ready to learn and hence able to make the most of their lessons.
  • Pupils are proud of their school and are keen to take responsibility and help younger pupils as
    ‘blue caps’ or buddies.
  • Pupils are clearly aware of how to keep themselves safe. They understand there are different
    types of bullying, including cyber-bullying, and know how to deal with these situations. They
    say they feel very safe in school and have every confidence in school staff to deal with any
    bullying promptly and effectively.
  • The small number of parents and carers who responded to the on-line questionnaire (Parent
    View) were entirely confident that their children felt safe and were looked after well at school.
  • Most pupils are punctual and attend school regularly.
The leadership and management are good
  • The headteacher has been instrumental in bringing about improvement at Greengate School.
    She is extremely well-supported by senior staff who share her vision and high expectations for
    all pupils.
  • Senior leaders are closely involved in monitoring pupils’ progress and the quality of teaching
    which is having a real impact in improving progress, particularly in literacy and numeracy.
  • School self-evaluation is accurate and has, rightly, identified the need to focus skills and
    resources on middle-attaining pupils to ensure that they have equal opportunities to succeed
    and make the same progress as that of their peers.
  • In this inclusive school discrimination of any kind is not tolerated. All pupils are fully involved in
    all of the activities the school offers.
  • Staff and other resources are deployed well. For example, the decision to split Year 5 into three
    classes taught by teachers with very good complementary skills is ensuring that all pupils make
    good progress. The pupil premium funding is spent well so pupils in receipt of this make the
    same good progress as that of their peers.
  • Teachers’ performance is managed well and consequently morale is high. Good leadership of
    teaching and high quality specialist training, especially in the teaching of mathematics and
    English, are improving teachers’ skills and having an impact on accelerating pupils’ progress.
    However, teachers’ own good practice is not yet fully shared across the school.
  • The local authority provides light touch monitoring for the school and assists the headteacher
    with the analysis of pupil progress data, school-improvement planning and self-evaluation.
  • The curriculum is broad and balanced and ensures that pupils make progress in all areas of
    learning as they move through the school. There is an appropriate balance between a strong
    focus on the core subjects of mathematics and English, study of other subjects and a wide
    range of creative and sporting activities.
  • The governance of the school:
    Members of the governing body know the school well, are clear about its strengths and
    provide valuable support and challenge for the headteacher.
    Governors know the local area well. Through their close links with parents they ensure that
    Greengate Junior remains at the heart of the community it serves.

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 112206
Local authority Cumbria
Inspection number 401243

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

Type of school Junior
School category Community
Age range of pupils 7-11
Gender of pupils Mixed
Number of pupils on the school roll 221
Appropriate authority The governing body
Chair Joe Wardman
Headteacher Sue Jackson
Date of previous school inspection April 2010
Telephone number 01229 894628
Fax number 01229 894629
Email address reveal email: adm…


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