Greenbank School, located in Hartford, Northwich, Cheshire, underwent an inspection from February 28 to March 2, 2023. The overall effectiveness of the school was rated as requiring improvement, a significant change from its previous outstanding rating five years ago. The inspection highlighted several areas of concern, particularly in the quality of education, leadership, and management, as well as sixth-form provision, all of which were also rated as requiring improvement. However, the school demonstrated strengths in behavior and attitudes, as well as personal development, both of which were rated as good.
Pupils at Greenbank School reported feeling happy and safe, with staff providing strong support that fosters self-belief. The school environment is described as calm and harmonious, with pupils showing respect for one another and effectively managing incidents of bullying. Leaders maintain high expectations for pupil behavior, which contributes to a positive school culture. However, there is a noted gap in the expectations set for older pupils and sixth-form students, leading to underachievement in these groups.
The school caters to pupils with special educational needs and disabilities, with many entering Year 7 with gaps in their knowledge and a lack of confidence in their learning abilities. While leaders and staff are effective in identifying and addressing emerging needs, the curriculum for key stage 4 and the sixth form lacks ambition. There is insufficient focus on essential knowledge progression from key stage 3, which hinders pupils' ability to build on prior learning. This narrow focus on preparing pupils for qualifications does not adequately equip them for future studies or a comprehensive understanding of subjects.
In terms of teaching, while staff are skilled in addressing gaps in reading knowledge, the assessment systems in place are not utilized effectively to identify misconceptions in pupils' understanding. This is compounded by a lack of clarity among teachers regarding the knowledge that should be taught and when, which affects the design of learning experiences. The phonics program is well delivered, benefiting pupils in key stage 3, but the same level of support is not consistently applied in key stage 4 and the sixth form.
Leaders have implemented a well-structured program for personal development, helping pupils build resilience and independent living skills. Opportunities for work experience are provided, aiding in preparation for adulthood. Most pupils attend school regularly, and effective support is in place for those with attendance issues. Collaboration between leaders, staff, and parents is strong, with parents appreciating the support they receive.
Despite these strengths, leaders and governors lack sufficient oversight of the educational quality, which limits their ability to challenge and support improvements effectively. Safeguarding arrangements are generally effective, but there are concerns regarding the detail and accuracy of records, which can delay necessary support for pupils. Leaders must ensure that staff are equipped to document safeguarding concerns comprehensively.
To improve, the school needs to enhance the ambition of its curriculum in key stage 4 and the sixth form, ensuring that teachers are clear about the knowledge pupils should acquire. Strengthening the oversight of educational quality by governors is also essential to provide robust support and challenge to school leaders. Addressing these areas will be crucial for the school to regain its previous outstanding status and ensure that all pupils achieve their full potential.
