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  • Greenfields Primary School and Nursery
    Highfield Road
    NN15 6HY
  • Head: Mrs Sandra Appleby
  • T 01536 514622
  • E [email protected]
  • W
  • A state school for boys and girls aged from 2 to 11.
  • Boarding: No
  • Local authority: North Northamptonshire
  • Pupils: 430
  • Religion: Does not apply
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • Early years provision Outstanding 1
      • Outcomes for children and learners Outstanding 1
      • Quality of teaching, learning and assessment Outstanding 1
      • Personal development, behaviour and welfare Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 28th January 2020
  • Previous Ofsted grade: Good on 15th July 2015
  • Ofsted report: View the Ofsted report

This is not currently a GSG-reviewed school.

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

SEN indicators begin in Year 4. Children, who need specific or general support, will be put onto an Individual Education Plan with clear targets which are set and reviewed on a termly basis. Teaching strategies and materials to be used are clearly identified. Any specialist arrangements will be recorded. Learning Support Assistant support for each classroom is considered based on the needs of the individuals in each classroom. A VAK approach to learning is used to support their needs. Teachers work in unison with the Special Educational Needs Co-ordinator, to help support the child's needs and in setting new targets. When a child is not succeeding with the strategies used in school, the Special Educational Needs Co-ordinator then refers the concerns to Children and Families. Expert advice is sought from different departments, observations or assessments are carried out, and recommendations lead the new targets to be set on the Individual Education Plans. Children receive support on a 1:1 basis or within small groups, within differentiated lessons in the classroom mainly, but provision for some children does require withdrawal from the classroom, within small groups / on a 1:1 basis through the support of a Learning Support Assistant. The overall aim is to provide for children's needs within the classroom. When children no longer require specific support within an Individual Educational Plan, they are taken off the register. Referrals for statements are made when persistent non-achievement of targets is evident, when the strategies and arrangements advised by outside agencies are not having an effect and when lack of progress is so significant and the child is unable to follow the programmes of work set.

Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

most years
quite often
sometimes, but not in this year

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