Greenacres Primary School and Language Impairment Unit Review 2026: High-achieving, inclusion-led primary in Royal Greenwich

In a part of Eltham where families often want strong outcomes without losing the feel of a small primary, Greenacres stands out for two reasons. First, its 2024 Key Stage 2 results place it well above the England average, with scaled scores that suggest consistent strength in reading, mathematics, and grammar, punctuation and spelling. Second, inclusion is not an add-on here. Alongside the mainstream primary, the school includes specialist pathways, including The Speech Bubble for developmental language disorder, plus The Orchard, a local authority resource provision for autistic spectrum condition and complex needs that is growing towards a capacity of 16 children by Easter 2026.

Leadership is structured to support this broader remit. Mrs J. Wilkinson-Tabi is the Executive Headteacher, with Mrs S. Rose as Head of School.

The school’s day-to-day culture is shaped by a clear, practical values framework. Unity, Respect, Acceptance, Freedom, and Aspiration are defined in child-friendly terms, with an emphasis on belonging, listening, making good choices, and building confidence. This helps the school talk consistently about behaviour and relationships across a genuinely mixed cohort, including pupils with additional needs.

Inclusion is reinforced through visible pupil roles. Playground Buddies and a School Parliament give pupils structured ways to support peers and improve school life, with Parliament meetings described as weekly and project-focused. That matters in a primary setting, because children are not only told to be responsible, they practise responsibility in routines that are repeated over time.

The specialist provision is also central to the school’s identity. The Speech Bubble is described as a designated specialist provision for children with diagnosed developmental language disorder, with specialist staff and an admissions pathway managed through the local authority.

The Orchard broadens that inclusion offer further. It is positioned as a local authority resource provision for children with autistic spectrum condition and complex needs, with specific entry criteria and a planned growth to 16 children by Easter 2026. For families who need this level of support, the implication is significant, it can provide a mainstream base with an environment designed around sensory needs, communication, and self-regulation, rather than asking children to adapt to systems that do not fit them.

Greenacres’ 2024 Key Stage 2 outcomes are strong across the headline measures. 76% of pupils met the expected standard in reading, writing and mathematics combined, compared with the England average of 62%. At the higher standard, 36.67% reached greater depth in reading, writing and mathematics, far above the England average of 8%. Reading and mathematics scaled scores were both 110, and grammar, punctuation and spelling was 110, each indicating performance comfortably above typical national benchmarks.

Rankings add further context. Ranked 687th in England and 6th in Greenwich for primary outcomes (FindMySchool ranking based on official data), Greenacres sits well above the England average, placing it in the top 10% of schools in England.

For parents, the practical takeaway is that this is not a “one strong year” profile. High scaled scores across reading, maths, and GPS, combined with a high greater-depth proportion, usually indicates consistent curriculum delivery, effective assessment, and a cohort that is being stretched, not merely coached for minimum thresholds.

Reading is treated as a priority from the earliest stages. Nursery provision includes explicit preparation for phonics, using rhyme and sound work as a build-up to Reception routines, and the school describes children exploring sounds through instruments and rhymes. For families, that suggests a structured approach to early literacy rather than a purely play-led model.

Curriculum breadth is supported through trips and visits as a routine expectation, with the school stating that pupils should have an educational visit at least once a term. Importantly, it also notes that pupils in specialist provision benefit from these experiences for language development across settings, with transport often funded by the school for that group. The implication is that learning is expected to transfer beyond the classroom, and inclusion is planned into enrichment rather than being left to chance.

Digital learning is unusually explicit for a primary. The school’s 1:1 Device Project began in October 2021 and sets out a clear model, from Year 3 to Year 6, pupils have access to a Chromebook, with an aim that every child in Key Stage 2 has their own device by September 2025. The project frames this as reducing inequality of access to technology at home and enabling collaboration and problem-solving as part of everyday learning.

One important nuance is that the school has identified a specific development need around vocabulary and pupils’ ability to explain learning in clear sentences. Ofsted noted that some pupils were not yet confident in describing their thinking, partly because subject-specific language was not secure, and leaders were working to address this. For parents, this is a helpful signal, the school is not complacent, and the next stage of improvement is about deepening articulation and recall, not merely improving test technique.

As a primary, the main transition point is Year 6 to Year 7, and the practical process is driven by the Royal Borough of Greenwich’s admissions timetable rather than by the school itself. For secondary transfer into September 2026, applications open on 1 September 2025 and close on 31 October 2025, with offers published on 2 March 2026.

What Greenacres can influence is readiness for that shift. The school provides a transition pack for secondary transfer and has systems that develop independence early, including pupil leadership roles and structured expectations around learning habits.

For children supported through specialist routes, progression looks different. The Speech Bubble and The Orchard both operate through local authority pathways, and placements are allocated through SEND panels rather than by standard school admissions. The implication is that families are planning transitions with the local authority well ahead of time, with decisions based on needs and placement availability, not only proximity.

Reception entry for September 2026 is for children born between 1 September 2021 and 31 August 2022. The school directs families to apply via Royal Greenwich as the coordinated admissions authority.

The local timetable is clear. For September 2026 primary entry in Royal Greenwich, applications open 1 September 2025 and close 15 January 2026, offers are released 16 April 2026, and the acceptance deadline is 30 April 2026.

Oversubscription is a reality here. In the most recent admissions data provided, there were 52 applications for 21 offers in the relevant entry route, which is about 2.48 applications per place. In 2024, the last distance offered was 4.201 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place. Families should use the FindMySchoolMap Search to check their home-to-school distance against the last distance offered, then treat it as guidance rather than certainty.

Nursery admissions are handled differently. The school states that nursery applications can be made from age 2, with part-time session options, including morning sessions (8.30am to 11.30am) and afternoon sessions (12.30pm to 3.30pm), plus a full-day option for families entitled to the 30-hour provision. Nursery fee details change and should be checked directly on the school’s official pages.

For specialist provision, the application route is local authority led. The Speech Bubble admissions are managed by the local authority, with a termly panel including specialist professionals, and places allocated as space becomes available. The Orchard admissions are also made strictly through local authority SEND panels, with defined entry criteria including a diagnosis of autistic spectrum condition (or evidence consistent with diagnostic assessment), and needs aligned to the stated threshold.

Pastoral care is framed around proactive systems rather than reactive responses. Pupils are taught to identify bullying types, seek support from staff, and use peer structures such as Playground Buddies. That matters because it gives children a defined route to help, particularly important in mixed-needs settings where some pupils may need explicit social scaffolding.

The school’s values language supports wellbeing too. “Freedom” is defined as making the right choice and balancing rights with responsibility; “Acceptance” focuses on difference and open-mindedness. In practice, this type of shared vocabulary can reduce low-level conflict, because pupils have a common reference point for what respectful behaviour looks like.

Safeguarding is presented as a core operational priority. The February 2022 Ofsted inspection confirmed the school continues to be good, and safeguarding arrangements are effective.

The extracurricular programme is more specific than the generic “clubs available” statement many primaries rely on. Clubs operate per half term and follow a published weekly pattern. Examples include dodgeball for Years 1 to 3 on Mondays, gymnastics for Years 1 and 2 on Tuesdays, and a Key Stage 2 mix of choir, basketball, football, plus mindfulness for Years 1 to 3. Sessions typically run 3.30pm to 4.30pm.

This structure matters for families choosing between schools with similar academic profiles. A timetable-led offer suggests predictable access, and it can be particularly helpful for children who benefit from routine. The presence of mindfulness in the club mix also signals a willingness to treat self-regulation as a skill, not merely a behaviour expectation.

Leadership and enterprise are also developed through practical projects. Pupils contribute via the School Parliament, and the Ofsted report describes pupils creating recipes and selling food through a kids’ café using produce grown in school gardens. For parents, that implies a school that values applied learning, communication, and responsibility, not only worksheets and tests.

Academic enrichment is present too. The Ofsted report references clubs such as computer coding and photography, plus visits to the school library and reading sheds, which is a useful indicator that reading culture is supported through environment and routine.

Forest School adds a further layer, particularly in early years. The school describes outdoor sessions that build confidence and independence through small achievable tasks. That can suit children who learn best through movement and exploration, while still feeding into more formal learning expectations as pupils move through the school.

The school day is clearly defined. Reception and Key Stage 1 run 8.30am to 3.15pm, while Key Stage 2 runs 8.30am to 3.20pm.

Wraparound care is a meaningful part of the offer. Breakfast Club starts at 7.30am or 8.00am, and After School Club runs 3.30pm to 6.00pm for most weeks of the year. The headteacher’s welcome message also positions the school as “fully extended”, with childcare available 8am to 6pm for 48 weeks of the year, which will appeal to families managing long working days.

This is a state school with no tuition fees. Families should still plan for the usual extras, such as uniform, trips (the school asks for contributions but states children are included regardless), and optional clubs and wraparound provision.

• Entry can be tight for some families. With 52 applications for 21 offers in the latest available entry-route data, competition is real. In 2024, the last distance offered was 4.201 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

• Specialist provision entry is not through standard school admissions. The Speech Bubble and The Orchard are allocated through local authority panels, with specific criteria and availability constraints. For families seeking these routes, early engagement with SEND services is essential.

• The next improvement focus is about deepening pupils’ academic language. Leaders have identified, and external review reinforced, that some pupils need more consistent support to explain learning and use subject vocabulary confidently. For many families this is a positive “next step” area, but it is worth exploring how it is being implemented for your child’s needs.

• Wraparound and clubs have costs. The range is helpful, but families relying on breakfast club, after-school club, and paid activities should budget for recurring fees alongside normal school costs.

Greenacres Primary School and Language Impairment Unit combines above-average academic outcomes with a clearly articulated inclusion model, supported by specialist pathways and a structured approach to pupils’ leadership and independence. It suits families who want a mainstream primary with strong results, clear routines, and the option of specialist support routes where needs require it. Admission is the main hurdle, particularly for families relying on proximity, so planning early and using distance checks as guidance is sensible.