Long Lee Primary School

What Ofsted said

From the inspection on 28 March 2023

Pupils at Long Lee Primary School are polite and curious. They welcome visitors to school. Leaders promote the '4B' values to 'be kind, safe, respectful and inquisitive'. Pupils understand these values. They demonstrate how to 'be the best they can be' in lessons and around school, for example when working with their peers in lessons. They are proud of their achievements. Staff have high expectations. They notice, and celebrate, when pupils do the right thing. Pupils behave well. Bullying is not tolerated. Pupils trust that adults will help them if they need support with friendships. Pupils can ask adults for help via the 'buddy box' or in person. Any falling out between pupils is quickly resolved. Pupils appreciate the awards that they can earn. They are proud of their work. During the inspection, a visitor brought different types of animals for them to see. Pupils were enthusiastic to learn how to handle them with care. Pupils are proud to take on leadership roles. These include school council members, librarians, eco-warriors and digital leaders. They take their responsibilities seriously. Pupils take part in a variety of clubs and activities to develop their interests and talents. Leaders organise competitions for different sports. Clubs include crafts; science, technology, engineering and mathematics (STEM); and debate club. Leaders are determined to support all pupils to do well. This includes those with special educational needs and/or disabilities (SEND) and pupils who access the resourced provision. As a result, pupils with SEND make progress in their learning and catch up with their peers. Parents and carers are complimentary of the way their child has benefited from the support they receive. They are positive about the communication system between school and home.

What the school should improve

• In some subjects, leaders have not identified the most important knowledge for pupils to remember. Teachers are unsure what to emphasise in lessons and what to assess. This means that pupils do not consistently secure the most important knowledge and skills. Leaders should make sure that the most important knowledge is identified so that teachers can emphasise it clearly and check whether pupils have learned it.
• Governors do not use the full range of information available to them to guide their work. This means they miss opportunities to hold leaders to account. Governors should ensure they use the information they receive to provide rigorous challenge and support to school leaders.

Read the full Ofsted report (opens in a new tab)