|Name||Longfields Primary and Nursery School|
|Ofsted Inspection Rating||Good|
|Inspection Date||13 November 2012|
|Address||Longfields, Bicester, Oxfordshire, OX26 6QL|
|Religious Character||Does not apply|
|Number of Pupils||368 (49% boys 51% girls)|
|Number of Pupils per Teacher||21.7|
|Percentage Free School Meals||10.2%|
|Percentage English is Not First Language||21.5%|
|Pupils with SEN Support||7.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
This is an average sized primary school. Children in the Early Years Foundation Stage are taught in two Reception classes and part time in the Nursery. The proportion of disabled pupils and those with special educational needs who are supported at school action is broadly average. The proportion supported at school action plus or with a statement of special educational needs is above average. All pupils are educated on the school site rather than at any alternative provision. The proportion of pupils who are learning English as an additional language is below average but increasing. Most of these pupils speak Portuguese as their home language. The proportion of pupils known to be eligible for extra government funding through the pupil premium is broadly average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. Pupils achieve well and make good progress across the school. Teachers have high expectations, which are achieved. They plan well to provide good challenge to pupils in lessons. Skilled teaching assistants make a good contribution to pupils’ learning, especially for disabled pupils and those with special educational needs. Pupils feel safe, behave well and thoroughly enjoy school. They enjoy taking responsibility in lessons and are willing to try out new things without fear of making mistakes. The lively and engaging curriculum makes learning exciting and motivates pupils to do their best. Good leadership has resulted in rapid improvement over the last two years. Leaders at all levels, including the governing body, have improved the school rapidly because they are knowledgeable about priorities for development and are not willing to accept second best. Senior leaders have a good track record for developing teaching through their careful monitoring and support. It is not yet an outstanding school because : Although pupils’ progress in writing is improving it is not yet as good as that in reading and mathematics. This is because : phonics (letters and the sounds they make) are not taught systematically enough in the Early Years Foundation Stage and Key Stage 1. The school has a wealth of data but the headteacher takes too much responsibility for analysing this, limiting the involvement of teachers in checking that their pupils are all doing well enough over time.