Preston Greenlands Community Primary School, located in Preston, Lancashire, underwent an inspection on March 1 and 2, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also receiving a similar rating. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision.
The school fosters nurturing relationships between staff and pupils, creating an environment where students feel happy and safe. Pupils generally behave well, adhering to established routines, and classrooms are described as calm and purposeful. The school promotes respect among students, teaching them to appreciate differences and effectively addressing any incidents of bullying. Pupils take pride in contributing to their community through various initiatives, such as singing in local care homes and participating in environmental clean-ups. They also enjoy a wide range of extracurricular clubs that allow them to explore their interests and talents.
While leaders have high expectations for pupil learning and behavior, there are inconsistencies in achievement across subjects. Some pupils excel in certain areas, but in others, they do not learn as effectively as they should. This is attributed to a lack of careful planning regarding the essential knowledge that pupils need to acquire. The curriculum is broad and balanced, ensuring access for all pupils, including those with special educational needs and disabilities. However, the development of the curriculum in several subjects is still in its early stages.
In subjects like reading and mathematics, the curriculum is well-structured, allowing pupils to build on their existing knowledge. However, in other subjects, expectations are not clearly defined, making it challenging for teachers to determine what should be taught and when. This lack of clarity hinders the ability to assess pupil understanding and retention of knowledge, resulting in gaps in learning.
Teachers generally plan engaging lessons that capture pupils' attention, and they possess strong subject knowledge. In the early years, leaders have identified crucial knowledge for children to learn, contributing to their success. Children in early years settings display positive social interactions and enthusiasm for learning. The resources in classrooms and outdoor areas are well-maintained, and staff have established positive relationships with families.
The school prioritizes reading, with initiatives in place to foster a love for literature among pupils. However, the recent changes to the phonics program have presented challenges for some staff in implementation, affecting the support provided to pupils who struggle with reading. Consequently, these pupils may not catch up as quickly as needed.
Staff effectively support pupil behavior, and most students show respect towards one another and staff members. Leaders ensure that staff are trained to handle challenging behavior sensitively, minimizing disruptions to learning. Personal development is also a focus, with pupils learning about health, resilience, and responsible citizenship through various activities and community involvement.
Leaders are committed to supporting staff, providing training and considering their workload and well-being. The governing body is aware of the school's strengths and areas for improvement. Safeguarding arrangements are effective, with robust procedures in place to ensure pupil safety and well-being. Overall, while the school has strengths in certain areas, there are significant opportunities for improvement in curriculum development and support for struggling readers.
