Greenbank Preparatory School

Greenbank Preparatory School is an independent co-educational day school located in Cheadle Hulme, Cheshire, catering for children aged from six months to eleven years. Established in 1951, the school transitioned from a proprietorial institution to a charitable trust in 1971. It is governed by a board of trustees, many of whom are parents of current or former pupils. The school has undergone significant changes since the last inspection, including the appointment of a new headmaster, Mr. Malcolm Johnson.

During the COVID-19 pandemic, the school remained open for children of key workers and vulnerable children from March to August 2020, providing remote learning materials during the closure. A phased return to in-person learning began in June 2020, with all children back in school by July. The inspection process for this report was adapted to include both remote and on-site evidence gathering to ensure safety during the pandemic.

The school aims to create a nurturing environment that fosters traditional values such as courtesy and respect, enabling children to develop their talents and self-esteem. It seeks to meet the social, emotional, and intellectual needs of all pupils, ensuring that each child feels valued and can actively participate in school life. The student body reflects a diverse range of backgrounds, with pupils primarily residing within a 15-mile radius of the school. The school has identified 21 pupils with special educational needs and disabilities, providing them with additional support, while one pupil receives assistance for English as an additional language.

The regulatory compliance inspection conducted by the Independent Schools Inspectorate confirmed that Greenbank Preparatory School meets the standards set forth in the Education (Independent School Standards) Regulations 2014 and the Early Years Foundation Stage statutory framework. The inspection was categorized as a compliance-only inspection, focusing solely on the school's adherence to regulatory standards.

The quality of education provided at the school is deemed good, with a well-documented curriculum that covers the required breadth of material. The teaching staff effectively manage behavior and utilize suitable resources to support learning. The school has implemented a framework for assessing pupil performance, which confirms that students are making good progress. Relationships education is also provided, with parental consultation and a published policy in line with statutory guidance.

The spiritual, moral, social, and cultural development of pupils is actively promoted, fostering responsible and tolerant citizenship. The school has established arrangements to safeguard and promote the welfare of pupils, ensuring compliance with health and safety requirements, including fire safety and first aid provisions. The school maintains proper supervision of pupils and keeps accurate admission and attendance records, along with a strategic approach to risk assessment.

The suitability of staff is rigorously checked, with appropriate measures in place to ensure that all staff, supply staff, and proprietors are suitable to work with children. The school maintains a register of these checks as required. The premises and accommodation are well-maintained, providing suitable facilities for pupils' medical and therapy needs, as well as adequate outdoor space for physical education and play.

Information is effectively communicated to parents, including details about the school's ethos, curriculum, and policies regarding admissions, behavior, and health and safety. The school has a clear complaints procedure that is handled effectively through a three-stage process, ensuring that records are kept appropriately.

Leadership and management at Greenbank Preparatory School are strong, with trustees demonstrating good skills and knowledge to fulfill their responsibilities effectively. They actively promote the well-being of pupils and ensure that the standards are consistently met. The leadership team provides clear direction, motivating staff to deliver high-quality care and education. Staff members are well-qualified and supported through regular supervision and professional development opportunities.

The overall effectiveness of the Early Years Foundation Stage provision is rated as good. The curriculum is well-structured, meeting the needs and interests of children while supporting their development in key areas of learning. Staff demonstrate a deep understanding of how young children learn, ensuring that all children make good progress from their starting points. The nurturing environment fosters strong relationships between staff and children, contributing to a high level of care.

Children in the early years are happy, secure, and well-prepared for their next stage of education. The setting promotes a healthy lifestyle, providing nutritious meals and regular access to outdoor play. Staff encourage children to take appropriate risks, fostering independence and confidence. The personal development of children is outstanding, with strong attachments formed with adults, enabling them to thrive in a supportive environment.

The school is committed to ongoing improvement, utilizing accurate self-evaluation and clear planning for the future. Recommendations for further improvement include enhancing the monitoring of staff interactions with children to ensure consistency in quality, solidifying the revised approach to planning and assessment, and strengthening communication with parents regarding recent reforms to the Early Years Foundation Stage.

In conclusion, Greenbank Preparatory School demonstrates a strong commitment to providing a high-quality education and nurturing environment for its pupils. The school meets all regulatory standards and is well-positioned to continue fostering the development of its students while addressing areas for improvement. The positive relationships between staff, pupils, and parents contribute to a thriving school community that prioritizes the well-being and success of every child.