School etc

Preston Greenlands Community Primary School

Preston Greenlands Community Primary School
Dawnay Road

phone: 01772 792463

headteacher: Mr Michael Charnock Bed Hons Npqh

reveal email: bur…

school holidays: via Lancashire council

181 pupils aged 4—10y mixed gender
210 pupils capacity: 86% full

100 boys 55%


85 girls 47%


Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 356241, Northing: 431341
GPS coordinates
Latitude: 53.777, Longitude: -2.6655
Accepting pupils
5—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 22, 2011
Region › Const. › Ward
North West › Preston › Brookfield
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Preston

Schools nearby

  1. 0.2 miles Preston Tutorial Centre PR26YD
  2. 0.2 miles Woodlands School PR26DB
  3. 0.3 miles The Blessed Sacrament Catholic Primary School PR26LX (422 pupils)
  4. 0.4 miles Moor Nook Community Primary School PR26EE (216 pupils)
  5. 0.5 miles Brookfield Community Primary School PR26TU (163 pupils)
  6. 0.5 miles City of Preston High School PR26EE
  7. 0.6 miles Preston Grange Primary School PR26PS (126 pupils)
  8. 0.6 miles St Maria Goretti Catholic Primary School, Preston PR26SJ (186 pupils)
  9. 0.6 miles Highfield Priory School PR25RW (251 pupils)
  10. 0.6 miles St Maria Goretti Infant School PR26SJ
  11. 0.7 miles Holme Slack Community Primary School PR16HP (156 pupils)
  12. 0.7 miles Ribbleton Avenue Infant School PR15RU (246 pupils)
  13. 0.7 miles Ribbleton Avenue Methodist Junior School PR15SN (191 pupils)
  14. 0.8 miles Fishwick Primary School PR14RH (80 pupils)
  15. 0.8 miles St Teresa's Catholic Primary School, Preston PR14RH (172 pupils)
  16. 0.8 miles Longsands Community Primary School PR29PS (210 pupils)
  17. 0.8 miles Silver Birches Independent School PR29PS
  18. 0.9 miles Brockholes Wood Community Primary School and Nursery PR15TU (262 pupils)
  19. 0.9 miles St Joseph's Catholic Primary School, Preston PR15XL (304 pupils)
  20. 0.9 miles St Gregory's Catholic Primary School, Preston PR16HQ (210 pupils)
  21. 0.9 miles St Joseph's Junior School PR15XL
  22. 0.9 miles St Joseph's RC Infant School PR15XL
  23. 1 mile Preston St Matthew's Church of England Primary School PR15XB (466 pupils)
  24. 1 mile Preston Muslim Girls' High School PR15BY

List of schools in Preston

Preston Greenlands Community

Primary School

Inspection report

Age group 5–11
Inspection date(s) 22–23 September 2011
Inspection number 379758
Unique Reference Number 119233
Local authority Lancashire
Inspect ion number 379758
Inspect ion dates 22–23 September 2011
Report ing inspector Vanessa MacDonald

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 5–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 183
Appropriate authority The governing body
Chair Geoff Tyson
Headteacher Michael Charnock
Date of prev ious school inspection 12 September 2006
School address Dawnay Road
Telephone number 01772 792463
Fax number 01772 700985
Email address reveal email: bur…


This inspection was carried out by three additional inspectors. The inspectors visited
11 lessons and observed seven teachers. The inspectors held meetings with
members of the governing body, staff and groups of pupils. They observed the
school's work, and looked at a range of documentation that included the school
development plan, data relating to pupils' progress and attainment, safeguarding
policies, records of the school's checks on the quality of teaching and learning and
reports written by the School Improvement Partner. The inspectors analysed 36
questionnaires completed by parents and carers and also questionnaires completed
by pupils.
The inspection team reviewed many aspects of the school's work. It looked in detail
at a number of key areas.

  • Pupils’ current attainment and progress throughout school.
  • The effectiveness of teaching in challenging all pupils to attain and progress as
    well as they can.
  • The strengths in pupils’ personal development.
  • The effectiveness of the school’s monitoring systems in improving pupils’
  • The extent to which leaders and managers at all levels contribute to improving
    the school.

Information about the school

Preston Greenlands is smaller than the average-sized primary school. The majority of
pupils are of White British heritage. The proportion of pupils from minority-ethnic
groups is below average. Very few pupils are at an early stage of learning to speak
English as an additional language. The percentage of pupils known to be eligible for
free school meals is well above the national average. The proportion of pupils with
special educational needs and/or disabilities, including those with a statement of
special educational needs is above the national average. The school has gained
Healthy School status and the Active Mark for sporting achievement. The on-site,
private pre-school provision is inspected separately.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school's capacity for sustained improvement 2

Main findings

This is a good school. Outstanding care, guidance and support are at the heart of all
the school does and provide a firm foundation for its success and happy, friendly
environment. Parents and carers are highly positive about the school with comments
such as, ‘Greenlands School is wonderful - I wouldn’t think of sending my children

anywhere else.’ This is reflected in the positive attitudes displayed by the pupils.

Pupils are proud of their school; this is demonstrated by the way they eagerly take
on a range of roles and responsibilities around school and in the excellent
contribution they make to the community. They have an excellent understanding of
healthy lifestyles, participating in a wide range of sporting activities, running a
healthy tuck shop and serving healthy school lunches. The school has worked
successfully to raise the rate of attendance to average levels. However, there is still
more to be done to persuade a small minority of pupils and their parents and carers
of the importance of regular attendance.
The outstanding provision in the Early Years Foundation Stage ensures that children
make an excellent start to their education. From their starting points all pupils,
including those with special educational needs and/or disabilities, make good
progress. By the end of Year 6, pupils’ attainment is average in English and
mathematics overall, with some slight variation between subjects from year-to-year.
Attainment is rising at the end of Years 2 and 6 with some noticeable improvements
in writing as a result of the focused actions taken by the school.
The overall quality of teaching is good with some examples of outstanding teaching.
In lessons where teaching is stronger, rigorous daily assessment ensures that

teachers’ planning is matched specifically to pupils’ needs. This leads to good and

better progress and to secure improvements in attainment. In these lessons,
teaching is specifically tailored to address any gaps in learning and pupils are very
clear about what to do to make good progress and achieve their targets. Where
teaching is not as strong, lessons are not as carefully tailored to individual needs and
learning and progress are more limited. The curriculum has a clear focus on

developing pupils’ skills, particularly language skills, across all subjects. Enrichment

opportunities with a varied range of visits and visitors and support pupils’ personal
development well.

Leaders and managers have a good understanding of the school’s strengths and
areas for development. Self-evaluation is effective and leads to improvement. All
staff are involved in monitoring and evaluating the school’s performance. Whole-
school priorities have had a positive impact, as seen, for example, on pupils’
achievement in writing, the work of higher attaining pupils in mathematics at Key
Stage 2 and in the quality of the outdoor provision in the Early Years Foundation
Stage. These elements demonstrate the school’s good capacity for further

What does the school need to do to improve further?

  • Raise attainment further by:
    - ensuring that all teachers assess pupils’ ongoing learning, adapting their
    teaching and the lesson to meet individual needs, and planning specific
    activities that maximise opportunities to move pupils’ learning forward
    - providing time for pupils to practise and consolidate learning before
    moving on to new work.
  • Improve the level of attendance further by:
    - working with a small minority of parents and carers to reduce the number
    of absences due to holidays taken in term time
    - employing creative approaches in engaging pupils to attain realistic
    attendance targets. 
Outcomes for individuals and groups of pupils 2

Pupils achieve well, enjoy school and work hard in their lessons because they are
clear about the expectations set for them. Learning is good in the majority of lessons
because of the good teaching that interests the pupils and makes them keen to
learn. Pupils apply themselves well to their tasks and have positive attitudes to their
work. One example in a Year 6 lesson was the challenge of using Preston North End
kit catalogues to create ‘party bags’ with a given amount of money. The action of
leaders has ensured that pupils’ writing has improved at Key Stages 1 and 2, and

that the proportion of Year 6 pupils attaining Level 5 in mathematics rose sharply in

the national tests in 2011. Pupils with special educational needs and/or disabilities
are well supported by teaching assistants and, through specific tailored intervention,
make good progress.
Attendance is average and improving although the attendance of a small minority of
pupils is a concern. Pupils feel safe and articulate clearly how to avoid unnecessary
risks and how to stay out of harm, including the use of the internet. Behaviour is
good and relationships between pupils and adults are very positive, ensuring lessons
are productive. Pupils’ understanding of healthy lifestyles is excellent. Some pupils
have gained hygiene accreditation in order to help serve school dinners. Pupils make
an excellent contribution to the daily running of the school through the active school
council, as play leaders supporting other pupils during play time activities and
through raising money for different charities. Pupil’s spiritual, moral, social and
cultural development is good. Their well-developed social skills, together with good
speaking and listening skills and improving attainment, ensure good preparation for
future economic well-being. The use of computerised home/school links and the
effective use of information and communication technology across the curriculum
further support this.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning
Taking into account:
Pupils' attainment
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or
disabilities and their progress
The extent to which pupils feel safe 2
Pupils' behav iour 2
The extent to which pupils adopt healthy lifestyles 1
The extent to which pupils contribute to the school and wider community 1
The extent to which pupils develop skills that will contribute to their future
economic well-being
Taking into account:
Pupils' attendance
The extent of pupils' spiritual, moral, social and cultural development 2

How effective is the provision?

The quality of teaching and the use of assessment are good overall. Where teaching
is at its best, work is very well matched to pupils’ individual needs, ensuring pupils
make at least good progress. This is based on thorough and detailed planning which
takes account of each pupil’s previous learning and is supported by detailed marking
identifying the next steps in the learning. In other lessons, this detailed planning and
the use of specifically tailored activities is not as consistently evident. Pace, variety,
and the warmth of relationships contribute strongly to positive and purposeful
learning in lessons. The interactive whiteboard is used effectively to involve pupils
and enhance their learning. Occasionally, teachers do not provide sufficient time for
pupils to practise and consolidate learning before moving on to new work. Teaching
assistants are effective in supporting all groups of pupils. Target-setting systems are
used effectively and pupils’ understanding of them is often good and helps them
make good progress.
The curriculum provides effective opportunities for learning. The clear focus on the
key areas of literacy and numeracy has a positive impact, particularly on attainment
in writing. A specific focus is given to developing pupils’ speaking and listening skills
with each year group having a role-play area linked to a particular topic or theme, for
example, a café in Key Stage 1 and a Tudor king’s throne room in Key Stage 2. The
school is increasingly linking the learning in different subjects to ensure pupils’ skills
are firmly developed in a range of contexts. Pupils enjoy a wide range of enrichment
opportunities relating to sport, drama and art. They learn a range of different
modern foreign languages at Key Stage 2, which contributes to their good


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;

and 4 is low

understanding of the wider world and awareness of other cultures. Good partnership
work provides pupils with opportunities in music and sport which add effectively to
their all-round development.
The quality of care, guidance and support is outstanding. The school’s commitment
to the care of its pupils is reflected in how much pupils enjoy school, feel safe and
make good progress, both academically and personally. Carefully targeted support,
as a result of rapid identification of need and precise attention by staff and outside
agencies, ensures that all pupils who receive it are better able to make good
progress. There are highly effective transition arrangements for pupils joining and
leaving the school which include supported visits to new schools for those pupils
whose circumstances might make them vulnerable, on-going liaison with receiving
staff and strong home-school links with parents and carers of Reception children.
The school has undertaken a range of strategies to promote attendance and this has
led to improvements, especially in reducing persistent absenteeism; the school
recognises that it still has work to do in this area, particularly with a small minority of
parents and carers who take their children on holidays in term time, and is looking
for more creative approaches to engage pupils in reaching their targets.

These are the grades for the quality of provision

The quality of teaching
Taking into account:
The use of assessment to support learning 2
The extent to which the curriculum meets pupils' needs, including , where
relevant, through partnerships
The effectiveness of care, guidance and support 1

How effective are leadership and management?

The senior leadership team has clear and high expectations which are clearly
communicated to staff. Leadership at all levels has developed well and there is a
strong sense of common purpose that ensures all are keen to play a role in helping
the school to improve. Subject leaders are regularly involved in monitoring, the
moderation of pupils’ work and curriculum development. Subject leaders are

developing their role further to ensure a more rigorous tracking of pupils’ skills.

The governing body has a good knowledge of the school’s strengths and areas for
development and provides good support and challenge. It ensures the school
complies with the statutory requirements for safeguarding, health and safety and
child protection, with strengths in the regular review of policies and actions to
improve practice. Good arrangements and the thorough tracking of pupils’ progress
promote equal opportunity and ensure that there is no discrimination. Any concerns
are swiftly acted upon and very well targeted support and guidance put in place for
individual pupils.
The school enjoys good relationships with parents and carers through, for example,
regular information sharing and year group meetings to explain curriculum and
targets for pupils. The school has strong links with a range of different partnerships
to support pupils’ learning and well-being. The caring and positive attitudes which
the pupils show create a cohesive school community and links with other schools
locally promote good community cohesion. The school is developing a wider range of
opportunities for pupils to extend their knowledge of the diversity of national and
global communities. The school deploys its resources well and achieves good
outcomes for its pupils so that it provides good value for money.

These are the grades for the leadership and management

The effectiveness of leaders hip and management in embedding ambit ion and
driv ing improvement
Taking into account:
The leadership and management of teaching and learning 2
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory r esponsibilities
The effectiveness of the school's engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for

Early Years Foundation Stage

Children settle very quickly in the Reception class due to the very good links

established with the pre-school group. Children’s starting points vary but overall are
well below expectations for their age, particularly in communication skills. In a warm,
friendly and very supportive environment, with a very strong focus on developing
language skills, children develop as confident and well-motivated learners. ,
Relationships and behaviour are excellent and children have a very good
understanding of how to keep safe. Children make good progress, and in some
aspects of their learning make outstanding progress, because of a very well-planned
and innovative, creative curriculum with an excellent balance between adult-led
activities and those children choose for themselves. Extensive facilities both indoors
and outdoors are used very effectively and seamlessly to support children’s learning
and development.
Teaching is outstanding because planning is focused on activities that provoke

children’s curiosity in learning, challenge children to solve problems and promote the

development of the skills of organisation, persistence and perseverance. Adults
engage children in meaningful conversations to encourage discovery. Through
purposeful questioning or gentle coaxing, they skilfully probe each child’s
imagination, thoughts and ideas, knowledge and understanding while also extending
their speaking and listening skills. Children’s progress in developing their speaking
and listening skills and their social skills is outstanding.
Leadership and management are outstanding. Staff show a relentless drive to
improve outcomes. They have high expectations for all the children in their care and
they evaluate the provision continually. Assessments are rigorous and a daily, shared
exchange of views about the children’s attainments, needs and interests sharpens
the focus on the next steps in learning for individual children. These are based on
the immediate needs of the children, excellent knowledge of how young children
learn, new initiatives and creative thinking. This ensures their learning and
development needs are met extremely well.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation stage
Taking into account:
Outcomes for children in the Early Years Foundation Stage 2
The quality of provision in the Early Years Foundation Stage 1
The effectiveness of leadership and management in the Early Years Foundation

Views of parents and carers

The parents and carers who responded to the questionnaire have very positive views

and all are happy with their children’s experiences of school. Quotes that reflect

these opinions include, ‘I couldn’t ask for better support’ and ‘It’s a very happy
environment to be part of.’ There are commendations for the good quality of
teaching, the high standard of care and the effectiveness of leadership and
management. Inspection findings endorse these views. No issues were raised.

Responses from parents and carers to Ofsted's


Ofsted invited all the registered parents and carers of pupils registered at Preston Greenlands
Community Primary School to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 36 completed questionnaires by the end of the on-site inspection. In
total, there are 183 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.

Statements Strongly
Agree Disagree disagree
Total % Total % Total % Total %
My child enjoys school 25 69 11 31 0 0 0 0
The school keeps my child
30 83 6 17 0 0 0 0
The school informs me
about my child's progress
27 75 9 25 0 0 0 0
My child is making enough
progress at this school
27 75 9 25 0 0 0 0
The teaching is good at
this school
26 72 9 25 0 0 0 0
The school helps me to
support my child's learning
26 72 10 28 0 0 0 0
The school helps my child
to have a healthy lifestyle
22 61 14 39 0 0 0 0
The school makes sure that
my child is well prepared
for the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or
entering employment)
22 61 13 36 0 0 0 0
The school meets my
child's particular needs
25 69 11 31 0 0 0 0
The school deals effectively
with unacceptable
24 67 11 31 0 0 0 0
The school takes account
of my suggestions and
23 64 12 33 0 0 0 0
The school is led and
managed effectively
27 75 9 25 0 0 0 0
Overall, I am happy with
my child's experience at
this school
29 81 6 17 0 0 0 0


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils'
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A
satisfactory school is providing adequately for its
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of
Outstanding Good Satisfactory Inadequate
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
14 50 31 5
All schools 10 44 39 6

New school inspection arrangements were introduced on 1 Septe mber 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above is for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the
judgements made for the overall effectiveness of the sixth form in secondary schools, special schools
and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their
learning, development or training.
Attainment: the standard of the pupils' work shown by test
and examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on
what the school has accomplished so far and on
the quality of its systems to maintain
Leadership and management: the contribution of all the staff with
responsibilities, not just the headteacher, to
identifying priorities, directing and motivating staff
and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following
judgements, in particular, influence what the
overall effectiveness judgement will be.

The school's capacity for sustained
Outcomes for individuals and groups of
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
Progress: the rate at which pupils are learning in lessons
and over longer periods of time. It is often
measured by comparing the pupils' attainment at
the end of a key stage with their attainment when
they started.

This letter is provided for the school, parents and carers to share with their
children. It describes Ofsted's main findings from the inspection of their


26 September 2011
Dear Pupils

Inspection of Preston Greenlands Community Primary School, Preston,

Thank you for the warm welcome you gave me and the other inspectors when we
inspected your school recently. You were very friendly, polite and enthusiastic about
what you do. You told us a lot of interesting things about your school and you are
clearly very proud of it.
Greenlands is a good school and some of its work is outstanding. You get an
excellent start to your learning in the Reception class and make good progress there
as a result of the outstanding teaching and care you receive. Throughout the school,
all the adults who work with you know you very well. They are doing a good job and
make sure that good teaching helps you to make good progress. The school takes
excellent care of you. You showed us your excellent understanding of how to keep
safe and live healthily. Your behaviour is good and your involvement in school life is
excellent. Well done!
Part of our job is to see what your school could do better. We have asked Mr
Charnock and the other adults in school to do this by:

  • making sure that all the work you do is planned to meet all your needs and
    helps you all to make really good progress to improve your standards further
  • continuing to develop ways to improve the attendance of the small number of
    pupils who do not come to school regularly enough.

You can all help by telling your teachers if you have any problems and attending
every day.
Thank you again for making our visit such a lovely experience.
Yours sincerely
Vanessa MacDonald
Lead inspector


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