Longsands Community Primary School

What Ofsted said

From the inspection on 2 December 2025

Pupils are happy at this warm, nurturing school. They have positive relationships with staff who know them well. Pupils are confident that staff will quickly resolve any worries they may have. This includes around bullying, should it occur. Pupils learn in a calm and purposeful environment. They enjoy school and behave well following 'The Longsands Way'. Pupils value the friendships they make. They are respectful and caring towards each other. For example, pupils use the 'buddy bench' to ensure that their peers are included at social times. Pupils describe the school as a place where 'no one feels invisible and where everyone matters'. Pupils typically achieve in line with national outcomes. Staff are vigilant in identifying barriers to pupils' learning. They use their knowledge of pupils' needs to tailor the support they provide. This helps pupils, particularly those with special educational needs and/or disabilities, to develop resilience and to access learning successfully. The depth of pupils' understanding across some subjects is variable. Important knowledge in phonics, spelling and handwriting is not consistently learned well by pupils. Leaders have taken action to improve this. However, changes are not embedded. Further inconsistencies in teaching mean that pupils' misconceptions are not identified and addressed effectively, including in the early years. Leaders explicitly design opportunities that spark pupils' talents and interests. For example, some pupils take part in debates, while others learn to play musical instruments. They benefit from a range of activities that promote their confidence and leadership skills. Pupils' voice is heard through the leadership opportunities available, such as school councillors, eco-councillors and play leaders. Pupils participate in a wide range of sports at school and through external competitions. Pupils are supported well to develop the wider skills they need for life beyond school.

What the school should improve

• Leaders should ensure that assessment is used effectively to identify and address gaps in pupils' foundational knowledge, particularly in writing, so they can improve their spelling and handwriting in a timely manner.
• Leaders should ensure that staff develop the expertise they need to deliver the phonics programme consistently and effectively, including in the early years.
• Leaders should ensure that teaching across subjects consistently enables pupils to build on their prior learning and deepen their understanding.
• Leaders should support staff to strengthen the quality of their interactions with children in the early years so that these consistently build on children's knowledge and extend their learning.

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