In December 2021, Greenfields was reassessed for the Centre of Excellence status through the Inclusion Quality Mark. The assessment included a day of evaluation activities which reviewed the practice in school and the extent to which we had actioned targets from the previous assessment. Please see the full report, available to download below. The assessor commented on the:

“… highly dedicated staff who nurture and care for the pupils. It is clear from the review process that the Leaders at Greenfields Community Primary School continue to be fully committed to inclusive practice…”

Greenfields Community Primary School’s inclusive ethos is described by the IQM Coordinator as “ensuring all children have the opportunities to thrive and progress, not just academically, but emotionally, through enrichment opportunities to allow them to grow as a person.” The school’s badge and aspirational strapline remind all children that “the world is waiting for you.” Their values are centred around the ambitious vision and implore the pupils to “be amazed, be brave, be original and be bold.” On the school’s website, these values are clearly outlined. It is evident that these values underpin all aspects of school life. The website states that “[e]very aspect of school life at Greenfields is driven by the school values. There are clear links between what we say the ambition for the children is and how we intend to achieve it.”

In July 2021 Greenfields was awarded the Leading Parent Partnership Award. The assesses a schools’ competency in the following areas:

~how well a school supports parents as their children transition through or between schools

~how well school includes all groups of parents in supporting their children’s learning and developing their own learning

~the steps taken to ensure that the school is a welcoming, communicative and friendly place for parents

~the way in which school provides clear and accessible guidance to help parents support their children’s learning and development

~how well the school provides clear guidance on the responsibilities of parents, school and pupils, and share this information with parents as a key part of the induction process

~how well the school produces parent-friendly policies to establish effective home–school links

Below highlights the strengths identified by the assessor during the assessment:

  • School leaders have a clear vision of how they want to continue their work. Next steps have already been identified. These show clearly where the school will develop practice over the next three years. Parental partnership is an integral part of development plans and will, without doubt, continue to go from strength to strength.
  • Governors work closely with school leaders to ensure the vision becomes a reality. The Chair of Governors firmly believes the school’s presence at the heart of the community has fostered improved communication with the wider community.
  • Leaders are reflective practitioners and priorities for the school are borne from a firm evidence base.
  • The headteacher has developed key roles within the staff team to further strengthen the work with families.
  • There was a genuine enthusiasm when talking to staff about their work with parents. They felt the process of working towards the award has enabled staff to think about the impact of what they do and to make any necessary changes, no matter how slight.
  • As the school has worked towards the award, staff have been kept well informed about progress. In addition, they have been fully involved in its development and because of this, they have “ownership” of the LPPA award.
  • Staff are very flexible in their approach to involving parents and are determined to effectively communicate with all stakeholders.
  • The school publishes a high-quality newsletter, reflecting the expectations of the school. It informs parents, on a regular basis, how leaders have responded and acted upon feedback.
  • Parents are very appreciative of the staff and feel confident in approaching school if they have any queries or worries. They value the regular contact with staff and school leaders. They feel that communication is a strength of the school. One parent stated, “…improved communication has also been a key factor for me this year, the school has worked hard to try and keep parents informed and provide comprehensive information by email/School Gateway”.
  • As their child progresses through school, parents are well informed about key milestones, such as change in Key Stage.
  • Parental voice in the school is strong and they are frequently consulted about all aspects of their children’s education. Parents feel valued by the school and know their opinions matter and are acted upon. Another parent felt, in her words, “…school has always gone above and beyond to support my son and our family”.


  • The LPPA co-ordinator has been highly effective in her role. The comprehensive portfolio is just one document which evidences the thoroughness of her approach and attention to detail.
  • Across all areas of the school, there is a consistent approach to informing and engaging parents. This is borne from a clear vision and direction from school leaders and the highly effective way in which the LPPA Co-ordinator guided developments.
  • The induction schedule is very thorough and provides parents with a wealth of information. Because of this, parents feel well informed as their children start the school.
  • Feedback from parents via the various methods used by the school, reflect the positive relationship between the school and the parent body. Leaders and staff have worked hard to foster and develop these relationships which in turn has positively impacted on the whole school community.

In December 2020, Greenfields was assessed by an Inclusion Quality Mark assessor external to our school. The assessment was a rigorous day long process to evaluate the ethos, systems and impact in respect of inclusion in our school. The assessment how well a school can demonstrate the following criteria:

  • Committed to sustaining the Inclusion Quality Mark ethos through collaborative activities.
  • Have demonstrable plans to sustain and develop internal inclusive practice.
  • Have good mechanisms to disseminate and share good practice between the schools.
  • Have, or are able to develop, the capacity to share and disseminate good inclusive practice across a broader cluster of schools.
  • Are willing to engage in classroom level research activity that explores inclusive practice.
  • Agree to have an annual IQM visit to ratify or validate the progress and develop an annual plan for development.
  • Agree to contribute an annual written update of progress against the eight elements as the basis for the annual review.
  • Are prepared to contribute to the overall development aims of IQM, supporting the need for expertise or trialling practice.

The during the assessment process, meetings and discussions were help with senior leaders, staff , parents and outside agencies working with our school.

The assessor was very complimentary about many aspects of our school, but most importantly how we recognise celebrate individual needs and strengths of all children.

Both staff and children have clearly developed a love of reading and are able to describe
what they have read, likes and dislikes and make links to other books. This can be seen
through pupil voice, reading recommendations and evidence in reading corners.
Children’s fluency has improved, this can be shown in their confidence not only when
reading aloud but also when telling stories to their peers and adults alike.

“Children are encouraged to think originally about what they have learnt and how to
apply their learning between different situations. At Greenfields the recovery
curriculum has child voice at its centre. The staff recognise that all of their children will
have had vastly different experiences of school closure. They put in place plans that
meant they were able to support children who needed time and space to process their
experiences, as they knew that without this they would not learn effectively.”

“Greenfields is a thriving school, one with a happy, hard-working community, with our
children at its core. They continually demonstrate a whole-child approach to Teaching
and Learning. This means they strive not only for the high academic standards, but also
for the development of each child’s social, emotional, behavioural, moral and
communicative skills too. On offer for every child is a carefully structured, varied and
exciting curriculum designed to engage and enthuse their learners, inspiring them, to
begin a lifelong thirst for discovery and knowledge.”

In January 2017, we invited Local Authority School Improvement Officers to spend two days in school to review our self evaluation judgements about the overall effectiveness of the school.

The review team visited all classrooms and spent time looking at children’s work to gather evidence about their achievement. As well as observing children in class, they observed children around school, at breaktimes, at lunchtimes and in the dining hall. They also spoke to some parents/carers on the playground and to groups of children over the two days.

The findings of the Local Authority’s School Review are that the overall effectiveness of the school continues to be GOOD, with some clear examples of Outstanding practice. 

Some of the main points from the January 2017 LA School Review were:

  • Since joining the school, the headteacher, ably supported by a new senior leadership team, has shown inspirational leadership and brought about rapid improvement.
  • Governance has improved. The reconstituted governing body provides challenge and holds leaders accountable for pupils’ achievement and progress.
  • Pupils’ spiritual, moral, social and cultural development is a strong feature of the school. Pupils value and respect everyone equally, regardless of race, ethnicity or belief.
  • The school’s work to promote pupils’ personal development and welfare is outstanding, as is pupils’ behaviour. Pupils are polite, considerate and show impeccable manners.
  • Children in the early years get off to a good start. They enjoy coming to school and are very keen to learn about new things.
  • Teaching and learning have continued to improve. The quality of teaching is consistently good and on occasions outstanding. However, sometimes learning activities are not matched closely enough to pupils’ starting points.
  • Pupils’ outcomes continue to improve. New assessment procedures have had a positive effect. Pupils’ progress is tracked carefully and most pupils make at least expected progress.
  • The improved monitoring of teachers’ performance has resulted in staff being held more readily to account for the progress of their pupils. As a result, pupils are progressing at a quicker rate than previously.
  • Attendance is now in line with the national average. Pupils know how to stay safe.

Click here to read the full January 2017 LA School Review report

In June 2017, Her Majesty’s Inspectors (HMI) carried out a short Ofsted inspection. They were very complimentary about many aspects of the school, including the school’s “clear vision that places the academic, social and emotional needs of pupils at the heart of the school”; the children’s “consistently high standards of behaviour and excellent attitudes to learning”; and the “highly stimulating curriculum that combines academic rigour with access to a range of enriching experiences through the enquiry-based curriculum”.

Greenfields – Ofsted Short Inspection Report – June 2017

Other key features of the school noted by HMI:

  • As a result of strong leadership, rigorous systems and effective teaching, pupils achieve good standards, particularly in English and mathematics, and make good and improving progress.
  • Staff are committed to developing pupils’ resilience and independence. This is reflected both in pupils’ capacity to reflect on their learning skills and in their ability to work together to solve problems.
  • Innovations such as the Greenfields University initiative provide pupils with additional experiences, from dancing to learning languages that add to their self-esteem and confidence.
  • The school’s own strengths are sought by other schools and the local authority has called on the expertise of the headteacher and that of other leaders to provide support and spread good practice.
  • Governors are committed to the ongoing success of the school. They show a willingness to review their own performance and develop further expertise . . . Governors have defined roles for key areas such as safeguarding and they carry out their responsibilities diligently.
  • The headteacher and her team maintain a consistent focus on pupils’ welfare and take their safeguarding responsibilities very seriously . . . Rigorous checks are made on the suitability of adults working at the school . . . Concerns over pupil welfare are swiftly followed up and records are thoroughly maintained . . . The calm and orderly ethos cultivated by teachers supports pupils in feeling safe and secure.
  • Teachers engender strong learning behaviours in pupils, who are encouraged to solve problems independently. Pupils are comfortable when asked to explain or develop a response to a question and show confidence when sharing their answers with the class.
  • As a result of individualised planning, effective teaching and a stimulating learning environment, children in the early years make strong progress and achieve levels of development above those seen nationally.
  • Pupils are extremely well behaved and conduct themselves in a friendly and orderly manner around the site. Pupils’ relationships with their teachers and their peers are strong and this gives pupils the confidence to contribute openly in lessons. Pupils are extremely positive learners, who can swiftly move without fuss from group discussion to quiet working conditions. The sustained focus on positive behaviour contributes to a highly productive learning environment.
  • Leaders have refined systems to diagnose and support pupils who have special educational needs and/or disabilities. They have developed staff expertise through focused training and development work. As a result of this improving provision, pupils are making improving progress.
  • Through challenging teaching and a robust curriculum, the most able pupils achieve standards above those seen nationally in the majority of areas at key stage 1 and 2

Click on this link to see all of the school’s previous Ofsted reports