Greenlands Primary School, located in Dartford, Kent, underwent an inspection on May 17 and 18, 2023. The overall effectiveness of the school was rated as requiring improvement, along with the quality of education, behavior and attitudes, personal development, and early years provision. However, leadership and management received a good rating. This was the first inspection under section five of the Education Act 2005 since the school opened as an academy converter in February 2019.
Pupils at Greenlands Primary School report feeling safe and happy, fostering a sense of community and teamwork. They embody the school's values, emphasizing respect and kindness. The implementation of a new behavior policy has led to improvements, with many pupils demonstrating positive behavior. Despite these advancements, the school acknowledges the need for further enhancements, particularly in ensuring that all pupils benefit from a well-structured curriculum. Attendance remains a concern, as some pupils do not attend regularly, which negatively impacts their learning.
The school has made strides in creating opportunities for pupils to engage with the school community, such as establishing a school council and promoting participation in sports events. Leaders have taken decisive actions to address previous declines in performance and staffing instability, resulting in some successes in specific subjects and behavior improvement. However, there is still work to be done to ensure a consistently high standard of education across the board.
In mathematics and reading, leaders have implemented a structured curriculum that supports logical knowledge progression from Reception to Year Six. Effective checks on pupils' learning in mathematics allow teachers to identify and address knowledge gaps promptly. Pupils with special educational needs and disabilities benefit from tailored support strategies, including digital resources.
Reading proficiency is on the rise due to a new phonics teaching approach, with leaders closely monitoring progress and providing additional support where necessary. However, the broader curriculum is still in the early stages of development, and there are gaps in prior knowledge that hinder effective learning. For instance, pupils struggled with design technology activities due to a lack of foundational knowledge in electricity. Additionally, teachers need to adapt lessons more effectively to meet the diverse needs of pupils with SEND.
While most pupils exhibit good behavior, low-level disruptions occur but are becoming less frequent. Staff receive support from leaders in managing behavior, and pupils requiring additional emotional support are well catered for. Despite ongoing efforts to improve attendance, some pupils still miss school regularly, leading to gaps in their learning.
The personal development curriculum is strengthening, with pupils increasingly setting personal goals and considering future aspirations. Leaders are collaborating with parents on important policies, such as relationships and sex education, to enhance pupils' understanding of safety and health. However, the curriculum does not fully address aspects of life in modern Britain, such as democracy.
Governors are actively involved in the school, working closely with leaders to drive improvements. Many teaching staff are new and feel well-supported, with their workload being considered. The arrangements for safeguarding are effective, with staff receiving regular training and being vigilant about potential risks to pupils.
To improve, the school must focus on developing the curriculum across various subjects, ensuring that teachers check pupils' prior knowledge before introducing new concepts. Additionally, support for pupils with SEND needs to be more effectively integrated into all subjects. The early years curriculum requires further development to prepare children for key stage one. Finally, leaders must continue their efforts to enhance attendance for all pupils to ensure they do not miss vital learning opportunities.
