Longlands Primary School and Nursery

What Ofsted said

From the inspection on 5 November 2024

Pupils delight in coming to this small and nurturing school. The school fosters a strong sense of belonging for all pupils within its diverse community. Pupils and their families feel the school knows them well. From the Nursery upwards, pupils develop a keen curiosity and eagerness to learn. The school is highly ambitious for what pupils can learn and achieve. The school's curriculum helps pupils to build secure foundations across the subjects they study. Over time, pupils develop exceptionally strong knowledge which they confidently apply to new situations. Reading has a high priority in the school. Pupils experience a broad range of texts and authors. Pupils in Years 5 and 6 regularly read with younger pupils. Together, they develop a shared love of reading. Behaviour around the school is excellent. The school encourages pupils to show kindness and to help others. Pupils are proud to contribute to their school and wider community. Pupils of all ages take on leadership roles around the school. Those pupils who are playground leaders help other pupils to make friends and solve problems. Pupils in the school council organise charity events. These roles help pupils to become confident and resourceful. They are well prepared for life beyond the school gates. What the school does the school do well and what does it need to do better? This school does not stand still. It is always seeking to develop and improve its provision, and does so successfully. The recently updated curriculum is highly ambitious. There is a sharp focus on the key knowledge and skills that pupils need to learn and retain. New learning builds on what has come previously. In music, for example, pupils in Year 5 apply their understanding of music structure to their own compositions. In mathematics, pupils develop their verbal reasoning and problem-solving skills. They complete increasingly complex problems. Over time, pupils achieve highly. The school has also developed the ways that teachers check what pupils have learned and can do. Teachers skilfully check pupils' understanding. They are alert to any misconceptions that pupils might have. When these are present, they quickly intervene. Teachers adapt the curriculum to match pupils' individual learning needs. The school swiftly identifies pupils with special educational needs and/or disabilities (SEND). The school knows the best ways to support these pupils. As a result, pupils with SEND also achieve well. The school works tirelessly to develop all pupils' reading skills. Teachers deliver the school's chosen phonics programme consistently well. The school identifies any pupils who need additional support to keep up with the phonics programme. These pupils receive the help they need to develop their reading fluency and confidence. The new phonics programme has taken time to embed and has had a positive impact on pupils in key stage 1. It is too soon to judge the wider impact of this work on key stage 2 pupils' outcomes. In the early years, parents can join sessions each week to read together with their child in school. Through this, parents gain confidence when reading with their child at home. The early years environment is bright and inviting. The school carefully chooses the resources that children interact with to support each child's individual needs. Adults help children to develop their listening skills and attention. They model key vocabulary and encourage children to use new words when they are taking part in activities. The curriculum in the early years supports children to secure strong foundations in mathematics. As a result, children are exceptionally well prepared for Year 1. Pupils are polite and well mannered. They confidently introduce themselves and are keen to talk about their learning. Pupils in the school council helped to design the new school values. The school has used these values to reward pupils and help them to reach the high standards of behaviour it expects. The school encourages pupils to consider the impact their behaviour has on others. Consequently, pupils behave exceptionally well throughout the school day. The school provides a wide range of additional opportunities that it has tailored to pupils' needs and wider interests. The extra-curricular clubs change each year based on pupils' feedback. The school's curriculum for personal, social and health education (PSHE) gives pupils the tools they need to engage maturely with a range of topics. Pupils voice their considered opinions and listen to the views of others. Pupils enjoy coming to school and attendance is high. The school works effectively with the families of pupils who struggle to attend regularly. The school routinely invites pupils to take part in additional activities to support their social and emotional development. This includes forest school, sensory circuits, therapeutic interventions such as music therapy and support from local charitable enterprises. The school has a higher-than-average number of pupils with an education, health and care (EHC) plan. Pupils with SEND, including those with EHC plans, consistently benefit from this excellent provision.

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