Greenhill Primary School, located in Bury, Lancashire, has been inspected and continues to be recognized as a good school. The inspection took place on July 11 and 12, 2023. Pupils at Greenhill Primary School generally achieve well, demonstrating a strong understanding of the high expectations set by their teachers. Most students express enjoyment in their learning and take pride in their work, feeling confident that they can rely on their peers and staff for support when needed.
The school leaders maintain high expectations for pupil behavior, which aligns with the school’s values. Students actively display the badges they earn for demonstrating these values, fostering a culture of kindness and respect among peers. The school has effective systems in place to address any incidents of bullying, ensuring that pupils feel safe and happy in their environment.
Greenhill Primary offers a variety of clubs and activities that contribute to the broader development of its students. All pupils are encouraged to engage fully in school life. For instance, during the inspection, Year 6 students were preparing for a musical production, with staff ensuring that roles were available for all pupils to participate proudly. Older students enjoy taking on responsibilities, such as organizing playtime activities for younger peers and participating in the active pupil parliament.
The school has worked closely with leaders from its multi-academy trust to redesign its curriculum, aiming for a broad and ambitious educational experience. This vision has been successfully implemented in most subjects, including early years education, leading to effective learning outcomes. However, in a few subjects, the curriculum is still under development, lacking sufficient ambition and clarity regarding essential knowledge that pupils should acquire. This has occasionally resulted in some pupils not learning as deeply as they should in these areas.
To address these challenges, school leaders have prioritized training for teachers, equipping them with the necessary skills to deliver the revised curriculum effectively. In subjects where the curriculum is fully developed, teachers successfully design learning experiences that build on prior knowledge, enhancing pupils' understanding. While some teachers effectively identify and address misconceptions, others are still refining their assessment systems, which can hinder the ability to check pupil progress in subjects under development.
The school has implemented a rigorous phonics program starting in early years, enabling children to develop their letter and sound recognition quickly. The reading materials provided closely match the phonics knowledge acquired, and leaders are committed to ensuring that pupils read fluently and accurately. Support for parents and carers is also a priority, helping them assist their children in practicing reading at home.
Pupils with special educational needs and disabilities receive appropriate support, allowing them to access the curriculum alongside their peers. Staff are proactive in identifying additional needs and providing necessary assistance. In the early years, staff build strong relationships with children, facilitating a smooth transition into school life.
Overall, pupils exhibit good behavior in lessons and throughout the school, learning without disruption. Staff provide support to those who struggle with behavior management, and children in early years quickly adapt to school routines. Leaders are dedicated to promoting the personal development of pupils, preparing them for future challenges. They ensure that pupils learn about economic education, well-being, and diversity, fostering a well-rounded educational experience. The school’s leadership demonstrates a thorough understanding of its strengths and areas for improvement, responding to staff feedback to enhance the working environment. The arrangements for safeguarding are effective, with staff trained to recognize and report concerns diligently.
