Selby, Longman's Hill Community Primary School

What Ofsted said

From the inspection on 7 January 2026

Pupils enjoy belonging to the Longman's Hill school community. They are proud to attend this safe and welcoming school. Everyone is valued here. Pupils thrive because of this. From a pupil's first days in the school, staff take time to listen to and get to know them. Pupils relish the learning challenges offered to them, through the carefully designed curriculum. Learning opportunities are planned to interest and engage pupils. Pupils show curiosity and learn to look for connections between subjects to help them to remember their learning. Pupils speak with confidence and enthusiasm about a range of different topics and subjects. In a few areas, the curriculum is not delivered as well. Despite this, pupils progress in many aspects of learning. The school places the personal development of pupils at the heart of the curriculum. The school's determination to give pupils a wide range of exciting learning opportunities prepares pupils well for future life. Pupils learn about important concepts, such as respect, tolerance and understanding, through carefully crafted lessons. Pupils feel safe here. Staff provide excellent role models for pupils to learn about kindness and caring for others. Pupils learn how to manage their emotions and the importance of understanding others. This results in them developing highly positive attitudes to learning and to each other. Behaviour is positive, both in lessons and at other times of the school day. If problems arise, the school teaches pupils to identify the causes and work together to solve them. Bullying is very rare. If it does occur, the school deals with it quickly and effectively. The school is inclusive. Pupils with special educational needs and/or disabilities, or who have other barriers to learning, are well supported. Difference is welcomed and valued here.

What the school should improve

• Leaders should ensure that assessment information is used effectively to address gaps in learning in mathematics and writing, to support all pupils to develop the foundational knowledge they need to achieve more highly.
• Leaders should more closely monitor how staff engage children in high-quality interactions in the early years to ensure that this maximises how adults develop and extend children's knowledge, vocabulary and ideas.

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