pdf School inspection report - Ofsted

PART A: SUMMARY OF THE REPORT
INFORMATION ABOUT THE SCHOOL
There are 303 boys and girls on roll aged from 3 to 11. Children enter the nursery during the
academic year in which they are four and they attend part-time. The vast majority of these transfer
to the reception classes at the beginning of the academic year in which they are five. At the time of
the inspection, 18 of the reception children were under five. The school is bigger than other primary
schools, but it is smaller than it was at the time of the previous inspection (365 on roll). The majority
of pupils who attend the school live locally in the Alexandra ward, approximately 47 per cent are
from a Bengali heritage and 53 per cent from a Pakistani heritage. The school is over-subscribed as
the number of classes on entry is being reduced to a one and a half from two, in preparation for the
school’s move into a new building in the next academic year. The general attainment of pupils on
entry to the school is well below average. In the new index of local deprivation, Oldham is in 16 th
position nationally, and Alexandra ward is 88 th out of 8,414 of the most deprived wards in the
country. Glodwick, part of Alexandra ward, has become part of a regeneration area with resulting
monies becoming available both to the school and the community. Vandalism is high and
employment in the area is very low. The number of pupils eligible for free school meals is 54.57 per
cent, which is very high when compared to the national average. This is slightly less than the
proportion of pupils on the free school meals register during the previous inspection. However, 25
per cent of pupils go home for lunch and the current statistics for eligibility for free school meals are
misleading. The eligibility for the general disadvantage clothing grant of 82 per cent appears to be a
more accurate reflection of disadvantage and it is this which is used in the statistical calculations in
the report. Currently all pupils are from minority ethnic groups and have English as an additional
language. The percentage of pupils identified as having special educational needs (11.1 per cent) is
below the national average; those with statements of special educational needs (0.6 per cent) is also
below the national average.
HOW GOOD THE SCHOOL IS
Greenhill Community School is a very good school, which has improved significantly since its last
inspection in 1996. The school has made a significant impact on pupils’ progress particularly of
language development, through the very good teaching. The pupils’ very good behaviour, the strong
leadership and management of the headteacher and the senior management team, together with a
supportive chair of governors, make a significant contribution to the effectiveness the school. The
school has a strong caring ethos with a commitment to improving standards. It offers very good
value for money.
What the school does well
• The quality of teaching is good across the school.
• Teachers and support staff in English as an additional language and special educational needs
are working in a very effective partnership.
• There is effective yet flexible use of the numeracy strategy and particularly the literacy strategy.
• The quality of the provision in the early years is high.
• Well-motivated and interested learners make good progress in lessons and over time.
• There is a strong community spirit that is responsive and sensitive to the cultural background of
the pupils and helps the links with parents.
• The school effectively raises pupils’ awareness of cultures other than their own.
• The school is very well led by a committed headteacher, a forward-looking senior management
team and a supportive chair of governors, together with a few active members.
• Relationships are strong between pupils and staff and pupils themselves and teachers know their
pupils very well.
• Pupils’ very good behaviour makes a positive contribution to the inclusive ethos and standards
of learning.
Greenhill Community School - 7