Pupils are happy and enjoy coming to school. They get on well with each other. Leaders have high expectations of every pupil. Staff work as a close-knit team. They know pupils well and help them to settle into school life and to achieve well. Pupils behave well. They show respect for each other and their teachers. Pupils and staff eat together at break and lunchtimes. This helps pupils to develop warm and supportive relationships with staff. In lessons, pupils try hard and want to do well. The pupils who spoke with us said that they feel safe. They do not think that bullying is an issue. They told us that, if it happens, staff deal with it quickly. Pupils said that teachers make learning fun. Pupils particularly enjoy the wide range of practical activities on offer, such as art and music. Pupils recently participated in the ‘Young Voices’ concert in Manchester. They relish the opportunity to play sports, such as hockey and tennis and participate in residential visits. Parents and carers are overwhelmingly supportive of the school. One parent commented, ‘The school has changed our children’s lives. They are now confident, eager to learn and happy going into school.’ What does the school do well and what does it need to do better? The proprietor works closely with leaders and the management committee. All leaders are ambitious for all pupils. They provide a broad and enriched curriculum. Leaders make sure that topics are taught in a logical order in all subjects. This helps pupils to build on their previous knowledge and learn well. Pupils with special educational needs and/or disabilities receive effective support. Some pupils join the school with gaps in their knowledge. Teachers help these pupils to catch up with subject content that they have missed. Pupils attain highly in reading, writing and mathematics at the end of key stage 2. In mathematics, pupils use their knowledge of calculation methods and times tables well to solve problems. In the early years, children use a range of practical resources to help them develop their understanding of number and counting. Pupils have opportunities to revisit and apply their scientific knowledge through carrying out interesting scientific investigations. That said, some pupils do not remember key scientific facts from previous years. Leaders are aware that they need to further improve the systems to check on pupils’ achievement in subjects other than in English and mathematics. Leaders ensure that pupils read widely. They have invested in high-quality texts to stimulate pupils’ interest. Most of the books that children in the early years read match the sounds that they are learning. Staff provide effective support for children and pupils who need to catch up with phonics knowledge. Older pupils enjoy reading to younger pupils. Pupils are motivated to read by ‘book days’ and the authors who Inspection report: Green Meadow Independent Primary School 3–5 March 2020 2 visit school. Pupils said that they enjoy reading. They learn to read with greater confidence as they move through the school. Children get off to a strong start in the early years. The curriculum is well planned so that children gain the knowledge and skills that they need to make a successful start in Year 1. They listen and concentrate well. The indoor and outdoor areas are stimulating and well resourced. Children learn lots of exciting new things because activities build on what they already know. Staff promote children’s communication and language skills well. The school has a calm and orderly atmosphere. Pupils play happily with each other during break and lunchtimes. They appreciate being taught in small groups. They said that this helps them to learn more in class. Pupils show positive attitudes to learning. Most pupils attend school regularly. Pupils develop leadership skills through being house captains. They have many opportunities to go on trips, such as to a pantomime, museums and a farm. Pupils learn to help others. For example, they raise money for local and international charities. Pupils have chances to debate their own points of view and learn about different cultures and democracy through ‘themed weeks’. Leaders ensure that pupils learn about different religions. While pupils are respectful and tolerant of these differences, some do not yet have a deep enough understanding of religions other than their own. Leaders make sure that staff receive the training that they need to develop and deliver the curriculum well. Staff are proud to work in the school. Leaders ensure that staff well-being and workload is carefully considered. The proprietor has ensured that the independent school standards are met. She has maintained a good standard of education since the previous inspection. Leaders maintain the premises to a high standard. Pupils’ health, safety and welfare is a key priority. The school’s policies on first aid, fire safety and risk assessments are implemented effectively. Drinking water is readily available in all classrooms. The outdoor area is suitable for play and for the provision of physical education. Parents receive detailed information about how their children are achieving at school.