School Profile

Contact Details

Our Recent Successes

What we are trying to improve

How have our results changed over time?

How are we making sure that every child gets teaching to meet their individual needs?

What have pupils told us about the school, and what have we done as a result?

How do we make sure our pupils are healthy, safe and well-supported?

What activities and options are available to pupils?

How are we working with parents and the community?

What do our pupils do after leaving this school?

Ofsted's view of our school

What have we done in response to Ofsted?

Contact Details

Our Recent Successes

Improved attainment in Reading, Writing and Maths across the school. At Year 2, the school's  attainment is significantly better than the national average.

Progress across the school is good, from a low average level at entry.

Guidance to pupils on how to improve their work- use of Curricular Targets.

Systematic curriculum monitoring to promote quality learning and teaching. Good knowledge of attainment and the school's development needs by subject leaders, particularly in Maths and English.

Improved school environment

Church of England status, underlining the Christian principles on which the school operates from day to day.

Working with the wider community

Continued high level of support for all pupils, especially those with special educational needs or social and emotional needs

French teaching and learning in Years 3 and 4

Increased links between areas of the curriculum in order to promote motivation for pupils and make learning as relevant as possible

Healthy School Status achieved

The School Travel Plan has increased the number of children walking/cycling and resulted in improved facilities

What we are trying to improve

• Standards of attainment for all children, with a special focus on Reading

• The further use of Curricular Targets to help pupils improve their work

• Attainment in writing, particularly for boys

• Use of knowledge and skills in mathematics to solve problems

• Certain aspects of mathematics as identified by teaching staff

• Use of ICT across the curriculum and the provision of a virtual learning environment for all pupils

• The learning environment, through a review of resources and classroom areas.

• The school grounds- to give pupils more to do, to provide shade in hot weather and to make the environment more interesting.

How have our results changed over time?

We do not have children in Year 6, and therefore, no Key Stage 2 SAT results that have to be reported.

The results of our Year 2, Key Stage 1 assessments are reported to parents and to the Local Authority for analysis. The school also scrutinizes these closely. Trends are identified and particularly children in need of support highlighted. The same applies to Optional SAT results in Year 4. These are also passed to the child's next school.

Analysis of Key Stage 1 assessments shows that attainment has been improving over the last four years. From being on the national average in 2006, attainment in Reading, Writing and Maths were significantly better than the national average in both 2007 and 2008.

Analysis of pupil progress through Years 3 and 4 shows that their progress is, on average, better than Somerset results.

How are we making sure that every child gets teaching to meet their individual needs?

• Every child's progress is tracked and checked. Extra support is given if required

• Regular 'progress meetings' between key staff ensure the above is achieved

• Support can be within groups or as an individual

• Support may come from a teacher or a Learning Support Assistant

• We also have a large number of volunteers who support pupils

• Every child has individual Curricular Targets, and is given regular guidance on how to meet these

• Learning and teaching in classrooms is closely monitored to ensure that the needs of all children in the class are met

• An effective Special educational Needs Co-ordinator works to support children across the school

• Identified children may have Individual Education Plans (IEPs)

• Social and emotional aspects of children's learning are considered carefully to ensure they can gain the most from school. Support is available if required

• Specific groups (those with special educational needs and the gifted and talented) are considered

• Positive management strategies to address inappropriate behaviour and praise good behaviour

• We are developing a virtual learning environment for each pupil. This will support the child's learning in school through computer access at home

What have pupils told us about the school, and what have we done as a result?

The School Council identified the need for larger play equipment for Years 3 and 4.This is now in place.

The pupil questionnaire really emphasised the children’s views on our toilet facilities. This has been discussed at School Council. This work was done, resulting in excellent facilities for the pupils.

Parents felt they wanted a little more feedback on their children's progress, in addition to the formal parents evenings. We introduced half termly open classrooms after school when parents visit the classroom, look at their child's work and talk to the teacher.

Some pupils perceived that there was some less than acceptable behaviour and possibly bullying.

Anti-bullying messages were reinforced during PSHE, collective worships and SEAL work. This is closely monitored.

Feedback from parents and pupils lead us to expand the range of extra-curricular activities to support children's learning and development.

We introduced split playtimes for Key Stages partly after comments from children about the quality of play and concerns about health and safety.

The School Council meets regularly to discuss important issues. Most recently they have been involved in helping to develop the school grounds.

How do we make sure our pupils are healthy, safe and well-supported?

• Clear policy on anti-bullying

• Healthy living emphasized through the curriculum

• Fruit offered to pupils every day. No unhealthy snacks allowed in school

• Drinking water available at all times

• Support for vulnerable children in place

• Clear policy on child protection and the role of child protection co-ordinator clearly understood

• Clear policy and strategies to promote good behaviour and address inappropriate behaviour

• School council meets regularly to discuss children's views and listen to their voice

• Regular questionnaires to parents and pupils ensure the school is consultative

• Ensuring a good balance of Physical Education in the curriculum

• Endeavouring to build in short periods of exercise on a regular basis

• Healthy School Status

• Safeguarding Policy in place and effective

• The School Travel Plan has increased the number of pupils walking and cycling to school

What activities and options are available to pupils?

The following is a list of some of the extra-curricular activities offered to pupils:-

• Football coaching

• Chess

• Guitar club

• Singing club (choir)

• Cross-stitch

• ICT club

• Art clubs

• Sports Clubs e.g. tag rugby, cricket, athletics.

• Recorder club

How are we working with parents and the community?

• See above

• Friends of Greenfylde School (FrOGS) is a well established and effective organization

• A wide range of opportunities for parents and community members to come in to school, or for the school to go out in to the community

• Teachers and Headteacher readily available to parents to discuss possibilities and problems

• The school is used by local organisations as a venue

• Close liaison with The Ile Valley Children's Centre

• Lead school in the Ilminster Area 0-7 Partnership, promoting close collaboration between all those who work with children 0 to 7 years of age

• Very close links with the local churches

What do our pupils do after leaving this school?

The vast majority of pupils transfer to Swanmead Middle School in Ilminster. We have very well established and effective liaison with Swanmead over transfer and many other issues.

Ofsted's view of our school

This is a good school, which gives good value for money. It takes good care of pupils and helps them to achieve well. Good provision in the Reception classes gives children a positive start and this is built on in personal and academic terms throughout the school. Pupils make good progress through the school and reach broadly average standards by the time they leave. A few pupils do better than this. Pupils respond to the good quality of education on offer with positive attitudes and excellent behaviour. They clearly enjoy their learning. Provision for those with learning difficulties and disabilities is outstanding. There is excellent consideration of how all pupils can be involved in all activities. However, there is more to do to improve the way in which teachers’ marking shows pupils how they can move forward, especially in writing. Procedures for checking on pupils’ progress are good in English and mathematics but are not consistent in other subjects.

Teaching and learning are good because the school is well run and successfully evaluates its own performance. There is a close match between what the school sees as its strengths and areas for development and inspectors’ findings. Improvement has been steady since the last inspection with good progress since the new senior leadership team was established. These are strong indicators that the school has a good capacity to improve.

Date of last inspection: 02-Mar-2006

Ofsted graded our school as Good

Inspectors made judgements on a scale: outstanding (grade 1); good (2); satisfactory (3); inadequate (4).

What have we done in response to Ofsted?

• Increased monitoring of the curriculum to promote continuity of provision and high quality teaching and learning: extending this across the curriculum, ensuring all subject leaders have insight and knowledge

• Introduction of curricular target setting to give clear guidance to pupils on how to improve, and raise attainment standards for all children

• Improve the marking of children's work to ensure this also provides good guidance to pupils

• Monitoring and evaluation of Collective Worship to ensure this important aspect of school life is central to our practice and is as effective as possible