A report on
The Greenhill School
Heywood Lane
Tenby
Pembrokeshire
SA70 8BN
Date of inspection: January 2024
by
Estyn, His Majesty’s Inspectorate for Education
and Training in Wales
A report on The Greenhill School
January 2024
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About The Greenhill School
Name of provider The Greenhill School
Local authority Pembrokeshire County Council
Language of the provider English
Type of school Secondary
Religious character
Number of pupils on roll
876
Pupils of statutory school age 757
Number in sixth form 119
Percentage of pupils eligible for free
school meals over a three-year average
(The national percentage of pupils
eligible for free school meals over a
three-year average in Secondary is
21.2%)
11.4%
Percentage of pupils identified as having
additional learning needs (a) (The
national percentage of pupils identified
as having an additional learning need in
Secondary is 14.8%)
27.9%
Percentage of pupils who speak Welsh
at home
Percentage of pupils with English as an
additional language
2.8%
Date of headteacher appointment 06/09/2021
Date of previous Estyn inspection (if
applicable)
01/05/2014
Start date of inspection 29/01/2024
Data reported is sourced from the latest available Pupil Level Annual School Census.
These figures may be slightly different to those observed during the inspection.
Further information is available from the Welsh Government My Local School
website: mylocalschool.gov.wales
a. The term ‘additional learning needs’ is being used to describe those
pupils on the SEN/ALN register of the school.
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Overview
Under the supportive leadership of the headteacher, staff at Ysgol Greenhill work
together effectively to secure a happy and respectful learning community. Together
they have developed a culture of openness and collaboration and share an ambitious
goal to become a self-improving school. As a result, leaders have secured
improvements in many important areas of the school’s work, such as pupils’ learning
and attitudes and the provision of care and support for pupils’ wellbeing.
Leaders seek pupils’ views regularly on the quality and suitability of its provision and
make changes accordingly. This includes amendments to pupils’ learning
experiences and to the provision for developing pupils’ personal and social
education. Overall, there is a suitably coordinated approach to improving pupils’
literacy, numeracy and digital skills, including support for pupils who have weak basic
skills. However, the provision for developing pupils’ Welsh language skills and their
understanding of the culture and heritage of Wales is limited.
Many teachers plan their lessons well to ensure that pupils make good progress in
their learning, subject knowledge and in developing relevant literacy and numeracy
skills. Teaching assistants collaborate well with teachers to ensure that pupils who
require support receive beneficial assistance as they work. In a few cases, there are
shortcomings in teachers’ expectations of pupil achievement which means that they
either over-manage tasks, give too much support or they do not plan activities that
are challenging enough. This means that pupils, especially the more able, do not
make as much progress as they could in lessons and over time.
The school has a broad and valuable range of provisions to support pupils’ well-
being. These include individual, tailored resource centres that provide learning,
behavioural and emotional support as well as a nurture centre for pupils with low
attendance. The school also hosts a local authority learning centre for pupils with
autistic spectrum conditions. The additional learning needs team work relentlessly to
ensure that pupils who access these provisions are supported purposefully to enable
them to make progress in their learning and social skills.
Many pupils have positive attitudes towards school and their learning. They feel safe
and value the friendly and supportive nature of staff. They settle swiftly in lessons
and engage well in activities. Pupils value the ‘Ready to Learn’ system which rewards
positive behaviour and provides relevant support for any pupil who displays negative
behaviour. Despite the school’s persistence in promoting good attendance and the
interventions it offers to pupils who continue to miss school, attendance rates have
not improved well enough since the time of the pandemic.
Sixth form pupils are strong ambassadors of the school. They are friendly and polite
towards visitors, conduct themselves well and are good role models for the younger
pupils. Nearly all sixth form pupils say they are well supported to make progress in
their academic, personal and social development. Many benefit well from valuable
opportunities to lead and influence aspects of the school’s work. For example, senior
prefects run the school’s numerous pupil groups, house captains and deputy
captains organise and manage house activities and trained peer mentors support
younger pupils with their learning and social skills. Overall, sixth form pupils develop
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January 2024
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into mature, knowledgeable young people who speak highly of the valuable
experiences they have had during their time at school.
Recommendations
R1 Improve attendance
R2 Strengthen the provision for developing pupils’ Welsh language skills and
their understanding of the culture and heritage of Wales
R3 Ensure that teaching provides sufficient challenge to ensure that all pupils
make strong progress
What happens next
The school will draw up an action plan to address the recommendations from the
inspection.
Main evaluation
Learning
Many pupils make secure progress in their learning and subject knowledge and
understanding. They recall prior learning well and apply their knowledge proficiently
in new contexts. In a very few cases, where teaching is particularly effective, a few
pupils make substantial progress in learning and skills. In a few cases, pupils do not
make enough progress due to poor attitudes or shortcomings in provision and
teaching. More able and talented pupils do not always make as much progress as
they could because they are not given suitably challenging work.
Overall, many pupils develop strong oracy skills. They listen well to teachers’
instructions and to the contributions of their peers. They participate willingly in class
discussions, expressing themselves clearly, often using subject terminology
competently to explain their ideas. For example, Year 7 pupils use correct
mathematical language naturally to explain how they would simplify algebraic
expressions. Moreover, where teacher questioning is effective the majority of pupils
respond thoughtfully to probing questions, with a few providing extended and
informative answers. However, a few pupils do not develop their answers fully.
Many pupils have proficient reading skills. They annotate, gather information
accurately and identify key features from a suitable range of texts. When given the
opportunity to do so, many read aloud with clarity and expression and use helpful
strategies to read complex terminology. Overall, many pupils evaluate successfully
the reliability of sources and show a sound understanding of bias, such as when they
consider in humanities different interpretations of events on the slave ship Zong. In
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English lessons, the majority of pupils synthesise information from texts effectively,
including more complex articles. Furthermore, a minority of pupils give due
consideration to the reasons for and the effects of a writer’s language and writing
style. They analyse poetry perceptively, exploring the nuances of the language using
inference and deduction well. For example, pupils infer the deeper meanings of the
poem ‘Daylight Robbery’, showing maturity and sensitivity when they consider the
father’s feelings as he realises that his son is growing up. A few pupils display
weaker reading skills. They offer basic or simplistic responses and have difficulty
linking their answers to the information in the text.
Overall, many pupils develop secure writing skills. They structure their writing suitably
in paragraphs and sub-headings as appropriate and write with reasonable technical
accuracy. A minority of pupils write at length fluently, and integrate relevant
quotations into their answers well. A few present thoughtful and mature evaluations
with good expression and using sophisticated language. For example, they prepare
balanced evaluations of the different reasons why slavery was abolished or present a
thorough consideration of how views on beauty and make up have changed in
society over time. A few pupils do not structure their writing coherently enough and
are over-reliant on structure patterns given to them by their teachers. They rely
heavily on vocabulary lists and sentence builders. They produce basic and brief
written work, make regular and careless spelling and grammar errors and do not use
capital letters.
The majority of pupils are fluent with number. They calculate using the four rules and
have a good understanding of place value, indices and the relationships between
fractions, percentages, and decimals. For example, in science, pupils calculate the
magnification of microscope images, and in mathematics, they write numbers in
standard form and calculate confidently using numbers expressed in this format. The
majority of pupils have a secure grasp of shapes and measures. They calculate
compound measures such as speed, density and measure accurately. They show a
good understanding of the accuracy of measurements in their mathematics lessons
when finding the upper and lower bounds of measures that have been given to a
certain degree of accuracy. Many pupils have suitable data handling skills. They
make good use of the helpful ‘SALTIE’ checklist provided by their teachers to plot
graphs accurately and interpret their findings. For example, in science they analyse
graphs to describe the relationship between the temperature and the rate of enzyme
reactions. A few pupils have weak numeracy skills. They struggle with fluency in the
use of the four rules of number and have only a very basic understanding of place
value. This hinders their ability to grasp new numerical learning quickly and to solve
problems set in every-day contexts.
Overall, the majority of pupils make suitable progress in developing their digital skills
in an appropriate range of subjects, for example by creating simple games in
science. Older pupils use more complex software competently to construct graphs to
demonstrate their research findings as part of their skills challenge work.
Pupils do not make enough progress in their Welsh language skills over time and
only a very few communicate confidently in the Welsh language. This is because
pupils have very few opportunities to speak Welsh in lessons and around the school
and, due to this, most lack confidence to communicate in the language. In speaking
and writing tasks, pupils are generally over-reliant on structure patterns given to them
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by their teachers They rely too heavily on vocabulary lists and sentence builders.
Around a half of pupils make basic errors in pronunciation. Pupils over prepare
written answers to read out in speaking tasks rather than focusing on communicating
spontaneously. In reading activities, the majority of pupils demonstrate a suitable
recall of basic vocabulary, which enables them to identify key details in short
passages. With support, the majority produce short pieces of basic writing in Welsh
using a suitable range of vocabulary.
Where there are well-planned opportunities to do so, the majority of pupils develop
beneficial thinking and problem-solving skills. For example, in geography, younger
pupils ponder over how they would spend aid money to relieve problems created by
a natural disaster. Pupils in science use their thinking skills capably to predict how
different parts of the body defend against pathogens, and when using Punnett
squares to predict the chance that offspring will suffer from inherited diseases. In
relevant subjects, pupils also develop valuable creative skills. For example, they
create high quality compositions for a range of instruments and in a broad range of
styles in their music lessons, and in art they use watercolours effectively to emulate
the style of Umberto Rossini. In applicable subjects, pupils develop beneficial
physical skills. In design technology, they develop valuable fine motor skills when
using a tri-square and a saw successfully to cut wood to make a keepsake box. In
physical education, many pupils develop dexterity when they execute proficient
serves, drops, clears and smashes in badminton and demonstrate their ability to
outwit their opponent using these learnt techniques.
Well-being and attitudes to learning
Most pupils feel safe in school and know who to go to if they have any concerns.
However, a few pupils feel unsafe in busy corridors during the morning break and
lunchtime. Many pupils say they are not bullied in school and have a clear
understanding of where to seek support if issues arise. Most pupils are polite and are
respectful towards adults, visitors and each other. They are friendly, welcoming and
willing to engage in conversation with adults and share their views about school and
their learning maturely.
In lessons, most pupils arrive on time, settle quickly and engage swiftly in tasks.
Many pupils show good interest and enjoyment in their learning and are able to
persevere when faced with demanding work. They sustain concentration well, have a
positive attitude to learning and show pride in their work. They understand the
school’s behaviour and rewards policy and how it helps them to feel safe and be
treated fairly.
Pupils play an active role in improving the school. For example, they played an
important part in the planning for and introduction of the revised behaviour policy as
well as influencing healthy food choices such as the salad bar in the school canteen.
Most pupils have a clear understanding of how to maintain their health and well-being
through diet and exercise. Many have positive attitudes to physical activity and
benefit from their involvement in the extensive extra-curricular offer including sports
clubs.
Pupils, including those eligible for free school meals, benefit from a range of
leadership opportunities such as the Criw Cymraeg, the Pupil Poverty group and the
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digital council. Representatives from these groups form the school Senedd, which
has a strong influence on the quality of experiences for pupils. Through the work of
these groups, pupils have participated in beneficial activities, such as sponsored
walks, to support the local and wider community. As a result, pupils have raised
substantial amounts of money for cancer research and mental health charities.
Between the academic years 2018-2019 and 2022-2023, the school’s rate of
attendance fell by a smaller amount than seen nationally. Last year it was below that
of similar schools. The attendance of pupils eligible for free school meals is slightly
above the national average. The rate of persistent absence is similar to the national
average. Pupils’ attendance has not improved compared to last year and pupils
eligible for free school meals do not attend as well as other pupils. This remains a
cause for concern.
Teaching and learning experiences
Building a supportive and positive working relationship with their pupils is a strong
feature of teaching at Ysgol Greenhill. Most teachers make effective use of various
classroom management strategies and established, consistent routines to ensure
that pupils engage positively with their work. These teachers have secure subject
knowledge and reinforce subject-specific vocabulary regularly. They collaborate well
with teaching assistants to support pupils with additional learning needs and those
with weaker skills.
Many teachers support pupils’ progress by planning appropriate learning activities
which pupils find interesting and engaging. Often, these teachers also create useful
resources that support pupils’ learning. They provide clear explanations and model
responses effectively to demonstrate the standard expected. They question pupils
regularly to check their understanding and a very few use questioning effectively to
further probe and deepen pupils’ understanding.
Many teachers, in different subjects, plan to develop pupils’ skills. For example, they
plan well to develop pupils’ oracy and reading skills by providing beneficial
opportunities for them to improve the quality and length of their verbal answers.
Overall, teachers do not focus well enough on developing pupils’ Welsh skills. As a
result, there is insufficient use of the Welsh language in lessons across the
curriculum and around the school.
A few teachers do not have high enough expectations of what pupils can and should
achieve. As a result, they do not structure their lessons carefully or plan tasks that
are challenging enough. Their questioning does not challenge pupils to extend their
responses or probe their thinking and reasoning. In a minority of instances, teachers
provide lengthy explanations and too much support. This limits the development of
pupils’ independence, opportunities to lead in classroom activities and stretch the
more able pupils.
In many lessons, teachers provide timely and helpful verbal guidance to individual
pupils, as well as appropriate whole-class feedback to address misconceptions and
errors. However, the quality and usefulness of written feedback vary too much across
subjects. Purposeful and effective feedback, which helps pupils improve their work, is
seen in only a minority of cases. However, written feedback does not always support
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pupils to improve their learning or develop their skills well enough. Where
expectations are low or unclear, responses are superficial, and improvements are
limited.
The school provides a broad and inclusive curriculum which meets the needs and
interest of nearly all of its pupils. There is a valuable range of options at Key Stage 4,
including triple science and vocational courses such as agriculture and sport and
coaching principles. In the sixth form, through the ‘e-sgol’ provision, the school works
in collaboration with partner schools to provide an array of subjects including
sociology and criminology. Leaders provide pupils with helpful support and guidance
when making option choices. They consider pupils’ views carefully to ensure that
pupils can study their chosen subjects.
Leaders have a clear vision for their Curriculum for Wales. This is based firmly on
promoting enriching experiences for all pupils at the same time as developing their
skills. Staff have introduced interesting units of work that have links to local heritage
and are relevant to the pupils. For example, in expressive arts, Year 7 pupils visit
Ynys Bur as part of their work on the ‘Who’s island is it anyway?’ project. They learn
about the tradition of sea shanties which leads them to sing on their boat journey to
the island where they draw sketches of bugs to replicate those drawn by Darwin in
his journal. The school is working productively with the primary schools to ensure that
their curriculum builds beneficially on pupils’ previous learning.
The personal social education (PSE) programme for pupils in Years 7 and 8 is
comprehensive and responds well to important and contemporary issues identified
including through pupil well-being surveys. This programme is enhanced through the
‘Well-being Wednesday’ discussions during tutor time and presentations or
workshops by external partners. Although pupils in Years 9 -11 receive sessions on
important matters such as toxic masculinity, they do not benefit from regular and
timetabled PSE sessions.
Skills co-ordinators provide beneficial support for staff to develop pupils’ skills across
the curriculum. Leaders use a range of information to identify those pupils who
require support with basic literacy and numeracy skills. There are well-planned
interventions for these pupils which lead them to make progress. Skills co-ordinators
monitor this progress suitably. The literacy co-ordinator has provided beneficial
training for all staff in order to help them plan activities to improve and strengthen the
oracy skills of pupils in lessons. The co-ordinator has also introduced the popular
‘Bookopoly’ programme in order to promote reading for pleasure amongst younger
pupils. Planning for the progression of pupils’ numeracy skills across relevant
subjects is appropriate. Leaders have carried out a digital skills audit and have
started to plan accordingly for the development of pupils’ digital skills across the
curriculum. Currently, opportunities for pupils to develop their digital skills are
variable.
Although the school has taken a few initial steps to promote the Welsh language and
to develop pupils’ understanding of the culture and heritage of Wales, for example
through the ‘Criw Cymraeg’ pupil group, this aspect of the school’s work is
underdeveloped.
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There are valuable opportunities for pupils to develop their understanding of the
history and experiences of Black, Asian and Minority Ethnic communities and
LGBTQ+ people within the formal curriculum, during assemblies, ‘Well-being
Wednesday’ sessions and through extra-curricular activities. Beneficial educational
visits such as those to a history museum in London and a street art tour to Bristol
help enrich pupils’ learning experiences in these areas.
Care, support and guidance
Ysgol Greenhill’s values of kindness, respect, empathy and the celebration of
diversity are reflected well in its strong commitment to pupils’ personal and social
development. Staff care deeply about the well-being of their pupils and are sensitive
to their individual circumstances. The school has an extensive range of tailored
provision that supports pupils to improve their well-being within an inclusive
community. Staff work effectively with a broad range of external agencies, such as
counselling services, to provide beneficial additional support for those pupils who
need it. There is also valuable help for parents through useful advisory sessions run
by school staff and external services who provide guidance about how they can best
support their child.
The school has a comprehensive range of provisions to support pupils’ social and
emotional needs. Yr Hafan, TAMARR and TAMARR+ learning centres offer nurturing
environments with tailored support to help pupils to develop their confidence, access
the curriculum and improve attendance. Although the school promotes the
importance of good attendance well and provides helpful interventions to support
pupils who miss school regularly, attendance rates have not improved sufficiently.
The school’s provision for pupils’ spiritual, moral, social and cultural development is
planned carefully by both leaders and pupils. Themes are adapted swiftly in response
to information gathered from pupil feedback and current issues arising. Topics
covered in assemblies and during Wellbeing Wednesday sessions include raising
awareness of the dangers of vaping and the importance of getting enough sleep.
Younger pupils benefit from a well-considered PSE programme and there is a wide
range of opportunities to explore topics such as mental and emotional health and
discuss important issues such as equality and diversity.
The school values its pupils’ opinions, provides ample opportunities for them to
develop their leadership skills and encourages their participation in all aspects of
school life. In addition to the school Senedd, there is a Social Action Team, Sports’
Ambassadors’ Group and a Senior Prefects’ Group. Pupils in these groups
simultaneously develop their leadership skills and influence the direction of the
school. For example, members of the Social Action Team provide training to staff on
the importance of sensitive use of language to promote diversity and inclusion. The
team has produced workbooks for their peers to educate them about the Equality Act
and helped the school’s leadership team write the School Inclusion Plan. The school
Senedd also works with Tenby Town Council in order to ensure that the views of
young people are considered when councillors make important decisions concerning
the town’s amenities. There are valuable opportunities for pupils across the age
range to mentor others. During tutorial time, Year 9 pupils benefit from helpful
sessions run by Year 11 pupils to offer them advice on option choices. Year 8 pupils
also mentor Year 5 pupils in cluster primary schools to help prepare them for
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January 2024
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transition to secondary education. There are extensive opportunities for pupils to
engage in extra-curricular activities and to develop their social and physical skills
outside of the school day. There are many sports on offer, including paddleboarding,
surfing and boccia. There are also opportunities for pupils to join the school
orchestra, choir, environment club and coding club.
The additional learning needs (ALN) team works effectively with staff and parents to
support pupils with a range of needs. The team is committed to supporting pupils to
make progress and prepare them suitably for the next stage in their life. It provides
beneficial interventions to support pupils with a range of needs. This includes a
substantial range of internal learning support provisions such as Yr Hafan and the
Ready to Learn Centre. The progress of pupils is monitored and tracked closely by
the additional learning needs co-ordinator (ALNCo) and her team. The ALNCo
provides valuable training for teachers and learning support assistants on how to
support ALN learners in the classroom. Relevant staff monitor and review the
progress of ALN pupils regularly and amend the provision and support where
necessary. Helpful one-page profiles provide useful information for teachers to inform
their planning. However, evaluation of the impact of this comprehensive provision for
pupils with ALN is at an early stage.
The school hosts a local authority resource base centre for pupils with autistic
spectrum conditions. The Tonnau centre provides a warm and positive environment
for the pupils with significant social and communication needs. Staff at the centre
work sensitively and productively with pupils and their parents. Learning focuses
appropriately on developing pupils’ functional skills in core subjects, as well as their
creative skills and understanding of the world around them. There are established
and appropriate daily routines and areas of learning are planned carefully. The
curriculum includes beneficial use of real and authentic experiences to enhance
pupils’ understanding of and engagement with their local area such as visiting a local
community food bank.
All staff contribute to a positive safeguarding culture and a whole-school approach to
supporting the welfare of pupils. Leaders seek pupils’ views on well-being matters
regularly and use this to improve their practice. There are strong arrangements for
safeguarding and protecting children. There are transparent and secure processes
for reporting and responding to concerns, including the very few incidences of
bullying and harassment. The designated safeguarding lead has a clear
understanding of the role and, together with relevant staff, works effectively with
statutory external agencies.
Leadership and management
The headteacher has a clear and well-understood vision for the school based on
openness, collaboration and high aspirations. He has high expectations of himself
and his staff and provides passionate and caring leadership. He is supported
effectively by the senior leadership team who carry out their roles diligently. Their
roles are defined clearly and balanced suitably. Middle leaders are enthusiastic and
have a sound understanding of their role. A minority are particularly effective in
securing good quality teaching and standards.
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Senior leaders have identified whole-school improvement priorities clearly. These are
understood well by staff. The work of leaders at all levels is consistently focused
closely on addressing these priorities. Line management and performance
management arrangements provide all staff with a helpful balance of challenge and
support which helps them achieve improvement priorities.
There is a range of helpful self-evaluation processes that enables leaders to collect
useful first-hand evidence. Senior leaders have refined their self-evaluation
processes suitably to a thematic approach, which enables them to focus on specific
areas for development linked to their improvement priorities. All staff are involved
appropriately in the self-evaluation processes. In general, middle leaders, both
pastoral and curriculum, focus well on the impact provision has on pupils’ wellbeing
and progress and evaluate their work carefully. Their judgements, on a few
occasions, are overgenerous and, in a few cases, they do not always evaluate
precisely enough. A minority of middle leaders have a secure, detailed grasp of the
strengths and areas for development in provision and standards and use this well to
plan for improvement.
Leadership has been largely successful in addressing national priorities, such as the
development of Curriculum for Wales and implementation of ALNET (Wales) 2018
Act although it has not had sufficient impact on the development of pupils’ Welsh
language skills or ensuring that teaching provides sufficient challenge for all abilities.
Leaders have developed an extensive range of strategies to reduce the impact of
poverty on attainment. For example, an enhanced transition process, which begins in
Year 5, provides extra support for pupils eligible for free school meals and their
families as they move from primary to secondary school. Pupils are trained as peer
mentors so that they can support pupils from low-income households. This includes
sixth-formers working with Key Stage 4 pupils and Year 8 pupils supporting Year 5
pupils. In addition, the school provides a range of support for the families of pupils
eligible for free school meals and others, such as parenting skills classes. They plan
the use of funding carefully, such as the use of the pupil development grant. Leaders
have also been successful in creating a strong culture of safeguarding across the
school.
Governors are enthusiastic supporters of the school. They have a sound
understanding of the school’s main strengths and improvement needs and provide
senior leaders with suitable challenge. Along with the headteacher and business
manager, they monitor the school’s spending carefully so that it is focused on
addressing whole-school priorities. They ensure that the school promotes healthy
eating and drinking appropriately.
The school has developed strong links with its local community. It uses a variety of
strategies to engage parents and keep them informed about the work of the school.
Recently, the school has taken steps to further strengthen links with partner primary
schools. This has had a positive impact on, for example, transition arrangements and
planning for Curriculum for Wales.
Staff enjoy a wide range of professional learning activities, including helpful
opportunities to share good practice. These activities are matched carefully to their
personal development targets. However, leaders do not evaluate the impact of
professional learning consistently or thoroughly enough.
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Overall, leadership has had a positive impact on many important aspects of the
school’s work, such as the effectiveness of middle leaders and pupils’ attitudes to
learning.
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Evidence base of the report
Before an inspection, inspectors:
• analyse the outcomes from the parent and pupil questionnaires and consider the
views of teachers and the governing body through their questionnaire responses
During an inspection, inspectors normally:
• hold a meeting with parents to hear their views on the school and its
effectiveness
• meet the headteacher, governors, senior and middle leaders (where appropriate)
and individual teachers to evaluate the impact of the school’s work
• meet pupils to discuss their work and to gain their views about various aspects of
their school
• meet groups of pupils in leadership roles, such as representatives from the
school council and eco-committee, where appropriate
• visit a broad sample of lessons, including learning support groups and undertake
a variety of learning walks to observe pupils learning and to see staff teaching in
a range of settings, including classrooms, support groups and in outdoor areas
• where appropriate, visit the specialist resource base within the school to see
pupils’ learning
• observe and speak to pupils at lunch and break times and at a sample of after-
school clubs, where appropriate
• attend assemblies and daily acts of collective worship
• look closely at the school’s self-evaluation processes
• consider the school’s improvement plan and look at evidence to show how well
the school has taken forward planned improvements
• scrutinise a range of school documents, including information on pupil
assessment and progress, records of meetings of staff and the governing body,
information on pupils’ well-being, including the safeguarding of pupils, and
records of staff training and professional development
After the on-site inspection and before the publication of the report, Estyn:
• review the findings of the inspection alongside the supporting evidence from the
inspection team in order to validate, moderate and ensure the quality of the
inspection
A report on The Greenhill School
January 2024
© Crown Copyright 2024: This report may be re used free of charge in any format or medium
provided that it is re used accurately and not used in a misleading context. The material must be
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Publication date: 03/04/2024
13
Copies of the report
Copies of this report are available from the school and from the Estyn website
(http://www.estyn.gov.wales/)
The report was produced in accordance with Section 28 of the Education Act 2005.
Every possible care has been taken to ensure that the information in this document is
accurate at the time of publication. Any enquiries or comments regarding this
document/publication should be addressed to:
Publications Section
Estyn
Anchor Court, Keen Road
Cardiff
CF24 5JW or by email to publications@estyn.gov.wales
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http://www.estyn.gov.wales/
