Greenmount Primary School, located in Leeds, West Yorkshire, has been inspected and rated as good across all key areas including the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision. The school has a strong reputation among pupils who express happiness and pride in attending. They demonstrate good behavior and respect for others, engaging in a diverse range of hands-on curriculum activities. The school promotes equality and diversity, encouraging pupils to reflect on their learning experiences. Leadership roles such as eco warriors and school councillors empower pupils, allowing them to contribute positively to the school environment. Initiatives like the breakfast club ensure that students start their day with a healthy meal.
Family support workers play a crucial role in liaising with parents and carers, providing guidance that helps children be ready to learn. Parents describe the school as amazing, great, and caring, appreciating the support provided. Pupils report that bullying is infrequent and feel confident in discussing any concerns with trusted adults at the school.
Since the last inspection, there has been a decline in pupils' outcomes at the end of key stages, prompting the current headteacher to prioritize reversing this trend. Since her appointment, she has built a strong leadership team that effectively manages their respective areas. Teachers deliver engaging lessons, and pupils are encouraged to work hard and behave well. The curriculum for English, mathematics, and science is well-structured, allowing pupils to revisit important concepts. However, there is variability in the planning of other subjects, with some areas needing clearer end points for more able pupils.
The teaching of phonics has seen improvement, with an increase in the number of pupils meeting the required standard in the Year 1 phonics check. The school has joined a reading hub, enhancing its reading program. In mathematics, pupils are able to apply their skills effectively, and staff development in this area has strengthened subject knowledge. Writing remains an area for improvement, as pupils are not achieving as well in this subject compared to reading and mathematics.
In the early years, children settle well and benefit from a rich learning environment that supports their development. Although the proportion of children reaching a good level of development is still below average, they make good progress from low starting points. The school has focused on supporting disadvantaged pupils, successfully narrowing the gap in progress between them and their peers.
Governance at the school has improved, with governors bringing a range of skills and experiences to their roles. They effectively challenge leadership and are committed to their own development. Family support workers have successfully improved attendance rates, bringing them in line with national averages.
The safeguarding arrangements at Greenmount Primary School are effective, with staff receiving regular training to ensure the safety of all children. The school prioritizes the well-being of its pupils, and parents express confidence in the care provided. Overall, while the school has made significant strides, there are areas that require further development, particularly in curriculum coherence and writing outcomes. The leadership team is actively working on these improvements to enhance the educational experience for all pupils.
