Longford Park Primary Academy

What Ofsted said

From the inspection on 10 February 2026

Pupils attend a school where relationships are warm, routines are clear and expectations are high. From the moment they arrive in the morning, staff greet pupils positively, helping them to feel settled, safe and ready to learn. Pupils describe their school as friendly and welcoming. Bullying is not tolerated and pupils are confident that staff will help them if they have any worries. Pupils appreciate the care and support they receive from staff. Parents and carers value that their children are well known, happy and safe in school. Most pupils attend school regularly. Families who require additional support to ensure that their children attend school as often as possible are given appropriate and bespoke help and guidance. This work with families is having a positive impact. Pupils' behaviour in and around the school is typically calm and respectful. They understand the school’s expectations and follow routines. Breaktimes are well supervised and pupils enjoy playing together. They take pride in their leadership roles, such as those of eco-councillors and library monitors. Pupils contribute responsibly to the school community. Pupils benefit from a broad curriculum and a wide range of experiences, including sporting opportunities, educational visits and outdoor learning. Disadvantaged pupils are supported to access the full range of opportunities. These experiences enrich pupils' learning and help bring the curriculum to life. There is a sharp focus on pupils securing their knowledge of speaking and listening, reading, writing, and mathematics. Staff in the early years ensure all pupils have purposeful opportunities to develop their communication and language skills. Leaders prioritise pupils learning to read. Most pupils become fluent and confident readers. Pupils with special educational needs and/or disabilities typically benefit from thoughtful curriculum and teaching adjustments. They learn the same curriculum as their peers and make progress over time. Pupils are increasingly well prepared for the next stage of education.

What the school should improve

• Leaders need to support staff to ensure they refine their use of assessment information to make appropriate adaptations that secure and deepen pupils’ curriculum knowledge, make connections between important concepts and enable pupils to apply their knowledge independently.

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