Greenhill Primary School, located in Sheffield, South Yorkshire, was inspected on July 6 and 7, 2022. The overall effectiveness of the school was rated as good across all areas, including the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The school has established a strong ethos with high expectations for its pupils, encapsulated in its motto of striving to be the best one can be. The curriculum is thoughtfully designed to build on prior knowledge, enabling pupils to achieve well across various subjects. Pupils demonstrate enthusiasm, independence, creativity, and collaboration, embodying the identity of a Greenhill learner.
Staff at Greenhill Primary School provide substantial support to ensure that pupils feel safe and well cared for. The school fosters an environment where pupils can express their concerns and know they can rely on adults for help. Safety education is integrated into the curriculum, with discussions on online safety being a notable example. The relationships between staff and pupils are characterized by positivity and respect, contributing to a well-behaved student body. Most pupils attend school regularly, although a small number do not, which affects their learning experience.
The school excels in its phonics programme, which is well-resourced and effectively led. All staff consistently deliver phonics sessions, and pupils engage in daily reading practices, supported by additional sessions for those needing extra help. The curriculum is ambitious and well-structured, ensuring that knowledge is sequenced appropriately from Reception Year to Year 6. For instance, Year 6 pupils have developed their shading techniques in art, building on previous learning to create detailed observational drawings.
Teachers regularly assess pupils' retention of knowledge and adjust their plans accordingly. While some subject leaders have a solid understanding of their curriculum's impact on pupil progress, others are still developing this aspect of their role. The school effectively supports pupils with special educational needs and disabilities, quickly identifying the best strategies to assist them. Teachers adapt lessons and provide additional resources to remove barriers to learning.
In the early years, children receive a strong foundation, with a curriculum that emphasizes communication and language. Routines are well established, and children engage in activities that stimulate their curiosity. Behaviour is generally good, with staff providing guidance to those who need it. However, attendance remains a concern for a few pupils, impacting their learning opportunities.
Pupils' personal development is integrated into the curriculum, with opportunities for leadership roles and participation in various activities. The school promotes understanding of different cultures and beliefs, enriching the pupils' educational experience. Leadership at Greenhill is effective, with a clear vision for improvement and strong support from the Steel City Schools Partnership Trust. Staff are dedicated to the success of all pupils and receive appropriate support throughout their careers.
The safeguarding arrangements at the school are robust, with effective systems in place to identify and support vulnerable pupils. Staff are well-trained in safeguarding procedures, and the school collaborates with external agencies to provide necessary assistance to families. Overall, while the school demonstrates many strengths, it must focus on improving attendance for some pupils and enhancing monitoring systems in certain subjects to ensure continued progress and support for all learners.
