Green Haworth Church of England Primary School continues to be recognized as a good school following its inspection on 25 May 2022. Pupils express enjoyment in attending the school, highlighting the supportive nature of the staff who ensure their well-being. They feel safe and confident in sharing any concerns, knowing they will receive appropriate help. The school fosters a positive learning environment where teachers have high expectations for both academic performance and behavior. Most pupils respond well to these expectations, demonstrating a commitment to their studies and maintaining good conduct throughout the school.
The school offers a variety of extracurricular activities and events that enhance the educational experience. Pupils participate in trips related to their learning, such as visits to the beach and the zoo, and can join after-school clubs that cater to diverse interests, including sports and arts. The school's Church of England affiliation is a source of pride for many students, contributing to a unique school culture.
Leadership at the school has developed a broad and ambitious curriculum that outlines clear learning objectives across most subjects. This structured approach ensures that learning in the early years is effectively linked to subsequent years. However, there are minor areas where the organization of knowledge could be improved, which may hinder some pupils from fully consolidating their understanding.
Teachers possess strong subject knowledge and regularly assess pupil comprehension through various methods, including formal tests and ongoing assessments. They provide targeted support for pupils facing challenges, ensuring that all students, including those with special educational needs and disabilities, can engage with the curriculum effectively. As a result, most pupils achieve well across a range of subjects.
Despite these strengths, some pupils in key stage two have not retained as much knowledge in certain subjects, such as computing, due to previous staffing issues that affected the quality of teaching. Leaders have addressed these staffing challenges and are implementing strategies to reinforce knowledge retention for these pupils.
The reading curriculum is well-structured, with an effective phonics program in place. Leaders engage with parents of incoming Reception Year students to familiarize them with the reading instruction methods used in the school. Most pupils learn phonics effectively, leading to good reading skills by Year 6. However, a few pupils in key stage one struggle with reading due to being assigned books that are too challenging, indicating a need for more practice with phonics before progressing to more difficult texts.
The school has effective safeguarding measures in place, with staff trained to recognize signs of potential abuse and respond appropriately. Leaders ensure that pupils receive timely support and information to help them stay safe, particularly regarding internet use.
Overall, while the school demonstrates many strengths, there are areas for improvement, particularly in refining the curriculum's content and sequencing in a few subjects. Leaders are encouraged to continue their efforts to enhance the learning experience for all pupils, ensuring that every child can achieve their full potential. The supportive environment, strong leadership, and commitment to pupil welfare contribute to the school's ongoing success.
