Greenfields School

Greenfields School, located in Forest Row, East Sussex, is a day school catering for pupils from Nursery through to the sixth form, with boarding options available for secondary students. The school’s educational philosophy is rooted in principles that emphasize teaching pupils how to learn effectively. However, the recent inspection revealed several areas of concern regarding the school's adherence to the Independent School Standards.

The inspection highlighted that the governance of the school has not consistently ensured that the required standards are met. Although new leadership has recently been appointed, they have demonstrated a clear understanding of the school's strengths and areas needing improvement. Some improvement actions are already in progress, while others have been commissioned for review during the inspection. Despite a systematic approach to strategic risk assessment, documentation of individual pupil risks and those arising from broader activities remains inadequate.

The curriculum across all age groups meets the necessary educational requirements and is designed to be flexible to accommodate individual pupil needs. The qualifications department provides targeted support for pupils struggling with certain subjects, offering one-on-one guidance. However, there is a notable lack of adaptation in lesson planning for pupils with special educational needs and disabilities (SEND), which affects their learning experience.

In the primary school, pupils are making good progress, with formal assessments conducted upon entry. However, secondary school teachers lack a clear understanding of pupils' starting points due to the absence of standardized testing, making it difficult to measure progress against national benchmarks. Consequently, some secondary pupils do not achieve their full potential, although those studying art and photography excel.

Extracurricular activities are limited, particularly for boarders, who have few options available during the week and almost none on weekends. While teachers generally possess good subject knowledge and engage pupils effectively, the lack of tailored lesson planning for individual needs can lead to disengagement among some students.

The school promotes high expectations for pupil behavior, mutual respect, and tolerance, which are reflected in the overall conduct of the students. However, the absence of centralized records for behavioral incidents complicates oversight by school leaders. Boarding students come from diverse backgrounds and demonstrate sensitivity towards one another's well-being, although there is no formal mechanism for them to report concerns regarding boarding life.

While the boarding accommodation meets minimum standards, it requires better maintenance, and staff have not received external training in boarding leadership. Health and safety measures are generally effective, but records are scattered across various locations, hindering quick access and analysis for improvement.

The inspection found that safeguarding arrangements are mostly effective, but there are significant gaps in documentation and processes. Statutory guidance has not been consistently followed, and there is no formal system for staff to share low-level concerns about pupils. The school must ensure that safeguarding records are comprehensive and that all incidents are documented appropriately.

In terms of leadership and management, the school has not consistently met the standards required for effective governance. While some governors provide valuable oversight, there is a lack of follow-up on advice given, particularly regarding safeguarding issues. The new leadership team is working to build a solid understanding of the school's strengths and weaknesses, but they face challenges in implementing effective systems for monitoring and improvement.

The quality of education provided does not consistently meet the required standards, particularly in terms of enabling pupils to make good progress according to their abilities. The school must enhance its approach to lesson planning to better accommodate the diverse needs of all pupils, including those with SEND.

Pupils' physical and mental health, as well as their emotional well-being, are adequately supported through the curriculum, which includes personal, social, and health education. However, the lack of organized recreational activities for boarders raises concerns about their overall well-being.

The school promotes social and economic education effectively, preparing pupils for their future roles in society. Pupils engage in discussions about cultural understanding and respect for diversity, which fosters a positive school community. However, the limited range of extracurricular activities for boarders detracts from their overall experience.

In summary, while Greenfields School has several strengths, including a commitment to pupil well-being and a solid curriculum, significant areas for improvement remain. The school must address the gaps in governance, safeguarding, and the quality of education to ensure that all pupils can thrive and achieve their full potential. The leadership team is encouraged to implement the recommended next steps to enhance the overall effectiveness of the school and meet the required standards consistently.