Longhill Primary School

What Ofsted said

From the inspection on 11 November 2025

Pupils enjoy being part of this caring and inclusive community. They thrive in a school that values their individuality and works hard to remove barriers to learning. Pupils feel safe, behave well and enjoy the wide range of opportunities that help them grow into confident, resilient learners. Children in the early years settle quickly and form warm, positive relationships with staff. Pupils respond admirably to leaders' high expectations of them. They follow school routines and are kind and thoughtful in their interactions with each other. Pupils rarely experience poor behaviour or bullying. Some pupils do not attend school as often as they should and are persistently absent. Leaders have taken further steps to improve attendance. These actions are at an early stage and have not yet had time to show sustained impact. Pupils clearly feel a strong sense of belonging. They enjoy taking on responsibilities such as being sports ambassadors at playtime, when they support their peers to be more active effectively. They are proud of their achievements in music and sport, which are important parts of school life. Trips and wider experiences such as a 'Stone Age day' or working with a local farm broaden pupils' horizons and help them connect their learning to the world beyond the classroom. Pupils enjoy what they study and speak with enthusiasm about recent topics such as science investigations and computing projects. Most pupils achieve well. Outcomes in national assessments at the end of key stage 2 reflect this. Pupils leave the school ready for the next stage of their education. However, some pupils, including those with special educational needs and/or disabilities, do not learn to read as quickly and fluently as they need to. Leaders have taken steps to strengthen the teaching of early reading, but this remains a priority for improvement.

What the school should improve

• Leaders should continue to implement and evaluate their attendance strategy to reduce persistent absence, particularly for disadvantaged pupils and those with special educational needs and/or disabilities (SEND).
• Leaders should ensure that recent actions to strengthen the teaching of phonics are fully embedded so that all pupils, particularly those with SEND, learn to read as quickly and fluently as they should.
• Leaders should ensure that assessment is used consistently and effectively across all wider curriculum subjects so that teachers identify gaps and check pupils retain key knowledge over time.

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