Green Meadows Academy, located in Leeds, has recently undergone an inspection that evaluated its overall effectiveness as good. The inspection took place on April 24 and 25, 2024, and assessed various aspects of the school, including the quality of education, behavior and attitudes, personal development, leadership and management, and sixth-form provision. The school is part of the Wellspring Academy Trust, with Shona Crichton serving as the executive principal. The trust is overseen by a board of trustees chaired by Cheryl Hobson.
The school is characterized by a friendly and nurturing environment where staff are attentive to the needs of pupils. Students feel safe and are encouraged to communicate their feelings effectively. Positive relationships are evident throughout the school, and the needs of pupils with special educational needs and disabilities are well understood and met by skilled staff. Attendance is generally good, and pupils enjoy their time at school. They are taught the importance of being ready, respectful, and safe, and staff effectively manage behavior, addressing any issues of bullying promptly.
The curriculum at Green Meadows Academy is broad and ambitious, aiming for pupils to grow, thrive, and succeed. However, expectations for sixth-form students are not consistently high enough, and learning is not always well tailored to their individual needs. The school offers a range of enrichment activities that help pupils develop independence and prepare for adulthood, including sailing, cooking, and sporting activities. Key stage four pupils participate in adventure days at Leeds Beckett University, while sixth-form students attend college one day a week.
Significant changes have occurred since the school opened, including a refurbishment of the environment and a restructuring of leadership. Leaders have established a clear vision for empowering and nurturing pupils. The curriculum is well sequenced across the school’s three learning pathways, with important knowledge and skills clearly identified. Teachers break learning into manageable steps, and most pupils receive tailored support to engage in lessons. However, the implementation of the curriculum in the sixth form requires improvement, as some students do not achieve their full potential.
The school prioritizes teaching effective communication and interaction skills, utilizing various resources to support pupils with high anxiety and sensory needs. Staff carefully assess pupils’ needs, informing individual learning plans that set achievable targets based on education, health, and care plans. Pupils enjoy reading and phonics, with texts chosen to broaden their understanding of the world. The personal, social, and health education curriculum covers essential topics, including relationships and health education, and pupils participate in various extracurricular activities.
Governance at the school is effective, with trustees understanding areas needing improvement and having plans in place to address them. Staff express positive views about the support from the trust, and leaders are mindful of staff workload and welfare. The arrangements for safeguarding are effective, ensuring a safe environment for all pupils.
To improve, the school must focus on enhancing the sixth-form curriculum to better meet students' needs, ensuring they achieve their best and are prepared for their next steps. Overall, Green Meadows Academy demonstrates a commitment to providing quality education and support for its pupils, fostering an environment conducive to learning and personal growth.
