Greyfriars Primary School, King's Lynn
phone: 01553 773087
headteacher: Mrs Beverly Barrett B Ed Hons
304 pupils capacity: 93% full
140 boys 50%
140 girls 50%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 562222, Northing: 319547
- GPS coordinates
- Latitude: 52.749, Longitude: 0.40201
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Dec. 6, 2012
- Region › Const. › Ward
- East of England › North West Norfolk › St Margarets with St Nicholas
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Senior Tutorial Centre PE305ET
- 0.2 miles King's Lynn Nursery School PE305PT (72 pupils)
- 0.2 miles Whitefriars Church of England Primary School PE305AH (404 pupils)
- 0.2 miles Whitefriars Church of England Primary Academy PE305AH
- 0.3 miles Visiting Teacher Service West PE305DR
- 0.5 miles Eastgate Community Primary School PE301QA (261 pupils)
- 0.5 miles Eastgate Academy PE301QA
- 0.6 miles The College of West Anglia PE302QW
- 0.7 miles Highgate Infant School, King's Lynn PE302PS (84 pupils)
- 0.7 miles St Michael's CofE Primary School, Kings Lynn PE305BN (198 pupils)
- 0.7 miles The Park High School PE304QG
- 0.7 miles King Edward VII School PE302QB (1291 pupils)
- 0.7 miles King's Lynn Academy PE304QG (632 pupils)
- 0.7 miles King Edward VII Academy PE302QB
- 0.7 miles St Michael's CofE Primary School, Kings Lynn PE305BN
- 0.8 miles West Lynn Primary School, King's Lynn PE343JL (120 pupils)
- 0.8 miles West Lynn Primary School PE343JL
- 0.9 miles The Howard Junior School, King's Lynn PE304QJ (163 pupils)
- 0.9 miles Howard Infant and Nursery School, King's Lynn PE304QJ (222 pupils)
- 1.2 mile Rosebery Avenue First School PE304AA
- 1.3 mile St Edmund's Community Foundation School PE302HU (196 pupils)
- 1.3 mile Silfield School PE304EH
- 1.4 mile Western Area Pupil Referral Unit PE304AY
- 1.5 mile Gaywood Junior School PE304AY
Greyfriars Primary School, King's
London Road, King's Lynn, PE30 5PY
|Inspection dates||19–20 November 2014|
|Overall effectiveness||This inspection:||Good||2|
|Previous inspection:||Requires improvement||3|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||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 rapidly improving because |
The headteacher has good relationships with
The school ensures pupils’ safety well, and also
Attainment is rising at the end of both key stages.
of the good leadership of the headteacher, her
focus on raising pupils’ attainment and the
positive culture that she has created.
parents, who talk very positively about how much
they appreciate the way the school looks after
their children and keeps them safe and happy.
promotes good behaviour and spiritual, moral,
social and cultural development. This is preparing
pupils well for the next stage in their education.
The pupils who left Year 6 in 2014 made
outstanding progress in reading and good
progress in mathematics from their levels at the
end of Year 2. Work in books supports this
picture, and pupils throughout the school are
making better than expected progress.
| Teaching is consistently good. Leaders and |
Subject and senior leaders play a full part in
The governing body has improved the ways it holds
The Reception classes provide children with a good
governors have improved the quality of teaching
through the robust use of appraisal systems and
training. This has had a positive impact on pupils’
promoting the school’s values and in spreading
good practice. All adults at the school are proud of
their involvement in its improvement and success.
the school to account since the last inspection.
Their work is now good and governors are
knowledgeable and very supportive of the direction
the school is taking.
start to their school lives. The range of activities
provided for them, with a focus on their reading
and imaginative development, is preparing them
well for their future schooling.
| Teachers do not always provide sufficient |
Pupils’ spelling is not accurate enough.
opportunities for pupils to extend their speaking
skills and to learn new words to improve the
content of their writing.
| Teachers do not check regularly enough that the |
activities they provide are engaging all pupils or
appropriate to support their learning.
Information about this inspection
- The inspectors observed teaching in 15 lessons or parts of lessons. A number of lessons were observed
jointly with the headteacher.
- Meetings and discussions took place with the headteacher, a representative from the local authority,
members of the governing body, staff, pupils and parents.
- Samples of pupils’ work were examined, some with the headteacher present, and pupils read to the
- Inspectors took into account the eight responses to the online parent survey, Parent View. The inspectors
also talked to parents outside school and took account of the eight questionnaires completed by staff.
- The inspectors looked at a range of documents produced by the school, including data on pupils’ progress
and attainment, procedures for safeguarding, the school’s own evaluations of its work, reports to the
governing body and minutes of their meetings, and the action plans for raising attainment.
|Geof Timms, Lead inspector||Additional Inspector|
|John Greevy||Additional Inspector|
|Vreta Bagilhole||Additional Inspector|
Information about this school
- Greyfriars Primary School is larger than the average-sized primary school.
- Most pupils are White British. There is a broadly average and rising proportion of pupils from minority
ethnic backgrounds or who speak English as an additional language.
- The proportion of disabled pupils and those who have special educational needs is average, at around
- An above-average proportion of pupils, around a third of the school, are disadvantaged and supported by
the pupil premium, which provides additional funding for pupils who are known to be eligible for free
school meals, or who are looked after by the local authority.
- 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.
- Children attend the Early Years Foundation Stage provision in the Reception class on a full-time basis.
- The school runs a breakfast club and after-school club for pupils whose parents are working.
What does the school need to do to improve further?
- Improve the quality of pupils’ writing by:
providing more opportunities for them to develop their vocabulary and improve their speaking skills
raising standards in spelling so that their writing is more accurate and easy to read.
Ensure teachers check more regularly on how well pupils are learning in class and that the activities
provided support different pupils’ learning.
|The leadership and management||are good|
- The leadership and management are good because leaders are having a positive impact on improving the
quality of teaching and raising attainment. They have created a very positive atmosphere in which all
pupils, including the most vulnerable, can succeed. The headteacher provides good, strong leadership
and, because of this, the school has made rapid improvement since the last inspection. The senior leaders
make an effective team and they provide good support and challenge through their work with staff.
- The monitoring of teaching and learning, and the taking of action where necessary, are good. Subject
leaders have a role in checking the success of the teaching in the areas for which they are responsible.
Leaders' skills are developing through appropriate training. The headteacher devolves leadership
responsibilities appropriately, and staff respond to this trust very positively.
- The school’s self-evaluation is accurate and identifies what remains to be done to improve the school
further. Detailed improvement planning contains appropriate priorities to build on the current strengths, so
there is clearly a strong capacity to improve further. All staff share the headteacher’s ambition for the
school’s continued improvement. Staff make good use of data that show how well individual pupils are
making progress. Information about pupils’ achievement is analysed very well by senior leaders and used
in discussions with staff so any underachievement can be rapidly addressed.
- Training to develop teachers’ professional skills has been used effectively. For example, training to
introduce a scheme for developing pupils’ ability to write about their feelings has had a very positive
impact on pupils’ learning. Within the school, training to improve teachers’ skills in delivering the new
computing curriculum has been successful, as has work to develop the teaching of the links between
letters and sounds (phonics).
- Internal and external checks on data are carried out to confirm the accuracy of teachers’ assessments of
pupils’ work. The school is preparing well for the changes after National Curriculum levels are removed.
This is also being discussed and shared with other local schools to ensure clarity of assessments when
pupils transfer to the secondary school.
- The local authority has had a positive impact through its training, support and challenge since the last
inspection. This has helped the school raise standards and address weaker aspects of its work robustly.
- Pupil premium funding is used to help disadvantaged pupils play a full part in school life, and benefit,
where appropriate, from additional help from adults. The impact of this is evident in the above-average
progress being made by these pupils.
- Good use is made of the extra funding available to promote physical education and sporting opportunities.
There is increased participation in a wide range of clubs and sporting activities, such as fencing and
archery. Staff training, accomplished by working alongside specialist coaches, is promoting improvements
in teaching a variety of activities.
- The curriculum is broad and balanced and has been appropriately updated following recent changes to
national expectations in different subjects. Pupils’ spiritual, moral, social and cultural development is good.
This ensures equality of opportunity. Pupils are prepared effectively for life in modern Britain by, for
example, the opportunity to learn about democracy through the school council and the eco-committee.
Pupils also learn about how people live in other parts of the world. The work in the creative arts has a
very high profile throughout the school. The school provides a good range of clubs and extra-curricular
activities which enhance pupils’ learning.
- Leadership of the Early Years Foundation Stage is good. This helps children to make good progress.
Effective use is made of resources. The outdoor areas are used well to promote learning to the full.
- The governance of the school:
The governing body has improved the way it carries out its statutory duties and now provides good
support and challenge for the school’s leaders. Governors are in the process of changing the way they
manage their work to make it more efficient. They have carried out an assessment of their skills and
this has led to training in areas such as safeguarding and safer recruitment. The governors are very
enthusiastic and play a full part in the life of the school when special events such as the ‘Aspirations’
week are taking place. They have a good grasp of the school’s data showing how well pupils are doing.
Governors check the school’s work through visits, such as to observe a writing workshop, and by
accompanying school trips. Members of the governing body check how well school leaders improve the
quality of teaching. Decisions about teachers’ pay are appropriately linked to their performance and
Governors track finances well and lead the school in deciding how to spend additional money, such as
that to support disadvantaged pupils.
The governing body ensures that all safeguarding requirements are fully met.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. The high standard of behaviour has a positive impact on their learning
and progress. Pupils behave well in lessons, and in other settings such as in the dining room, at playtimes
and when swimming.
- Pupils talk enthusiastically about lessons and other aspects of school life. They clearly like school a lot.
One pupil, expressing the views of many, said, ‘Staff are very friendly with you and help you if you are
stuck.' However, there are times when a few pupils are less engaged and this is not always picked up by
teachers. Because of this, their learning slows. Pupils show respect for the learning environment. They do
not drop litter and they take pride in their work.
- Pupils’ response to the school’s expectations of their behaviour and social development is consistently
good. Their horizons are widened through the good opportunities they are given to take responsibility,
such as on the school council or as prefects. They take their responsibilities very seriously and are
developing very mature and thoughtful attitudes. For example, one pupil wrote, ‘Life is like school because
you never know what you are going to learn.’
- Pupils are very polite and interested in other people. They work together well and show a very caring and
accepting nature. Pupils are very supportive of disabled pupils and those who have special educational
- The school’s work to keep pupils safe and secure is good. Leaders and governors give high priority to the
safeguarding of the pupils in their care both in school and when on school visits.
- Pupils say they feel safe in school and the large majority of parents spoken to, or who completed the
online questionnaire, confirm this view. The school provides a good range of activities to help pupils learn
to stay safe, and they are taught how to use computers and the internet safely. The pupils say there is
little bullying, but that if it occurred they are confident it would be dealt with effectively. Pupils
demonstrate a clear understanding of different types of bullying.
- The breakfast club provides pupils with a good start to the day, as well as a healthy snack, and good
opportunities to develop social skills. This is extended into the after-school club.
- Until the last academic year, attendance had been well below the national average. It has risen as a result
of the school’s efforts and is currently above the national average. Most parents appreciate the importance
of their children’s full attendance. Pupils are punctual, both to school and to lessons.
|The quality of teaching||is good|
- Pupils’ work, the school’s assessment data and evaluations of teaching, together with inspectors’ direct
observations of pupils’ learning, all indicate that the quality of teaching is good. The teachers and teaching
assistants form a strong and mutually supportive team, and this has a positive impact on pupils’ learning.
The good teaching has resulted in pupils’ current good progress and rising standards.
- Teachers use assessment information to group pupils accurately by ability and to provide work that is
usually appropriately targeted for their different capabilities. Teachers have responded well to recent
changes to the National Curriculum. The thematic approach ensures the pupils are able to see the links
- The learning environment throughout the school is tidy, and materials and resources are easily accessible.
The accommodation for the Reception children, especially outdoors, has been much improved, and
children benefit from a bright and colourful learning environment. Displays of pupils’ work create good
opportunities for teachers to support pupils’ learning, as well as to celebrate their work.
- The marking of pupils’ work is a very positive aspect of the teaching. The school has devised a system for
sharing the objectives of lessons and how their learning will be measured with pupils. This system is being
used as good practice by other schools. Pupils have good opportunities to comment on their own learning
and to help decide their own next steps. They understand what their targets are and what they need to do
to achieve them.
- Pupils throughout the school talk positively about how they enjoy lessons, especially literacy and
mathematics. They describe the progress they have made and talk with pride about their work. Books are
tidy and much of the work is well presented.
- In some lessons, teachers do not make the most of opportunities to develop and extend pupils' speaking
skills or their vocabulary. This hinders improvements to the content of their writing.
- In a small number of lessons, teachers do not regularly check to ensure that pupils are fully engaged in
their work. Although their attitudes and behaviour are good, a few pupils do not take as full a part in
lessons as others. This slows the progress they make. However, one of the strengths of the teaching is
the way teachers try to raise pupils' aspirations and to develop their thinking about learning through their
emotional development. Other adults provide good support for pupils, especially for the disabled pupils
and those who have special educational needs, and work closely with teachers so they understand what is
expected. This helps all pupils to take a full and active part in lessons and school life.
|The achievement of pupils||is good|
- Attainment at the end of Year 6 has risen since the last inspection because the headteacher has focused
on raising achievement. For the last two years, pupils made progress in reading that was well above
average. Their progress in mathematics was also well above average, although it was slower in writing.
This good progress is evident in the school’s data showing progress throughout Key Stage 2 and also in
- Standards in the national tests at the end of Year 2 have risen over the last five years, although they
remain below average. This represents good progress in all three subjects from pupils’ different starting
points. Although progress is good, the school knows more is to be done to raise standards further,
especially in writing.
- When they start school in the Reception classes, many of the children have knowledge, skills and
understanding which are below those typical for their age, especially in communication, reading, writing,
number and in being imaginative. Children make good progress in all areas of learning, although a below-
average proportion reaches the expected level of development.
- Good teaching of basic reading skills means that pupils make good progress from their starting points.
They develop into good readers with an interest in a range of books. However, the results of the Year 1
check on pupils’ skills in phonics were below average in 2014.
- Progress in reading and mathematics is good throughout the school. Pupils achieve well in other subjects
such as art and design, history and geography. The effective use of the sports funding money has
improved teachers’ expertise and is raising standards in physical education.
- The progress made by children who are looked after by the local authority is outstanding and they are
exceeding the expectations for their different ages. In addition, the pupils at an early stage of learning
English also often make progress that is more rapid than their classmates.
- Throughout the school, the most-able pupils make good progress, although too few pupils attain higher
levels in writing. In reading and mathematics, their attainment is close to that found nationally and this
represents good progress from their starting points.
- Disabled pupils and those who have special educational needs make good progress overall because of the
extra help they receive. In most years, they make progress that is in line with that of their classmates and
better than that found nationally.
- The school is aware that progress in writing remains weaker than in reading and mathematics and is
working hard, and with some success, to raise standards. One reason for this is that pupils have too
narrow a vocabulary to make their writing more interesting. Pupils’ spelling skills are not good enough and
this often spoils their written work. Attainment in punctuation and grammar is improving but is still below
- The gap in attainment between disadvantaged pupils in Year 6 in mathematics, reading and writing and
their classmates and pupils nationally is over a year. In 2014, the gap widened again slightly due to pupils
with other specific needs. However, the gap is narrowing again, and the progress made by these pupils is
often more rapid than that of their classmates or the expected progress for all pupils nationally. The
current good provision and rapid progress are helping pupils increase the pace at which remaining gaps
|The early years provision||is good|
- Children make good progress from their different starting points. Children settle in well and quickly
become used to the school’s routines. They start the day happily and productively, and enjoy sharing their
learning with adults. For example, they talked very enthusiastically about their paintings and how they are
learning to write numbers. Children work and play cooperatively. They enjoy school and the range of
activities provided for them, especially outdoors and in the ‘garage’.
- The accommodation is used well by staff and enables children to learn well in all areas of learning. The
outdoor area is used effectively to extend children’s learning through a range of adult-led activities and
those that the children choose for themselves. The range of wooden playhouses is used very effectively
for different learning areas such as for reading.
- Teaching is good. Assessment is detailed and used very effectively to plan the next steps which children
need to take to move their learning on. All adults are involved in observing and recording children’s
progress. Parents are regularly informed about children’s progress, and they are invited to record their
comments in the children’s records of learning. Parents are also kept aware of what their children are
learning so they can support them at home.
- All children, including disabled children and those who have special educational needs, make good
progress. This due to the good leadership and management of the early years provision. Staff are very
aware of each child’s prior knowledge and skills. Children’s good progress helps prepare them well for the
next stage in their education. They are clearly happy at school and are kept safe. Their behaviour is good.
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
|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
|Unique reference number||121021|
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||278|
|Appropriate authority||The governing body|
|Date of previous school inspection||6 December 2012|
|Telephone number||01553 773087|
|Fax number||01553 773087|