Long Marston Church of England Voluntary Controlled Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Long Marston Primary is a small school with large ambitions.

Pupils are safe and feel happy within the nurturing, family ethos. Pupils benefit from a much-improved quality of education. They learn a broad range of subjects.

Pupils, including those with special educational needs and/or disabilities (SEND), increasingly progress well through the curriculum.

Children in the early years thrive socially and academically. They enjoy learning in an environment that sparks their interests.

Children are highly motivated and eager to make new discoveries. Staff provide children with opportunities to investigate and explore the world around them. For example, w...hen studying plants, children cut and crush fresh herbs, talking to one another about the smell of the leaves.

Pupils learn in the school without disruption. There is a calm and purposeful atmosphere. Pupils are respectful towards each other and staff.

Bullying is rare. Pupils have a trusted adult they can turn to. They particularly enjoy working with pastoral staff, who provide a range of bespoke interventions and support.

Pupils have an age-appropriate understanding of how to keep themselves safe online and offline. This is supported by an effective programme of personal, social and health education. Older pupils enjoy working with their peers across the federation of schools.

The annual cross-federation sex and relationships education event teaches them important lessons about growing up.

What does the school do well and what does it need to do better?

Since the last inspection, leaders have made improvements to the quality of education. A well-designed curriculum is now in place.

It is fit for purpose for this small school. The school makes clear the key knowledge and skills they want pupils to learn. Staff now use effective methods to put this in place.

In class, pupils recall and use this knowledge well. They work independently when the teacher is instructing other groups. However, the quality of teaching over time has not been consistently strong.

Pupils have gaps in their knowledge, and some do not achieve as highly as they should. The school has taken important steps to address this. This is starting to have an impact.

The effective curriculum begins in the early years. Staff plan learning so that it supports a seamless transition into Year 1. The school sets no limits for the standards children can achieve.

During taught sessions, children are highly attentive. They listen well and take turns to contribute. In continuous provision, children become engrossed in their learning.

They enjoy practising mathematics. Children create repeating patterns using conkers and leaves. Children's knowledge and skills develop strongly over time.

They try hard to get things right. For example, they persevere writing numbers with a paintbrush in sand. This develops their fine motor skills and supports future writing.

Reading is at the heart of the school. Pupils understand that it is the key to their wider success. Learning to read begins from day 1 in early years.

Children in this setting enjoy a learning environment that is rich with books. In Year 1, pupils build on these strong foundations. If pupils struggle or fall behind in phonics, staff help them to keep up or catch up.

Pupils with SEND receive extra support if they need it. Staff are well trained to support pupils to become fluent readers. Older pupils enjoy whole-class reading sessions.

They talk excitedly about their visits to the school library. Pupils also enjoy listening to their teachers read.

Pupils are proud of their inclusive school.

They value kindness and friendship. During social times, pupils of all ages play well together. Pupils enjoy coming to school.

Their positive rates of attendance are indicative of this. Staff emphasise positive relationships as the key to pupils' success. If staff do need to address pupils' behaviour, they do so quietly and consistently.

They use the clear systems and expectations of the school. The school is a calm and pleasant place to be.

The school ensures that pupils enjoy a range of experiences to enrich their learning.

Pupils fondly recall trips to museums, outward-bound centres and a wildlife park. Pupils relish the chance to take on responsibilities. They enjoy leading assemblies and supporting with collective worship.

Pupils also raise money for a variety of charities.

Being part of the Togetherness Inspires Growth (TIG) Federation supports the school to make improvements. It helps leaders to increasingly develop sustainable and effective subject leadership.

Sharing planning across the schools reduces workload for staff. Staff enjoy working at the school. They feel proud of the improvements the school has made over recent years.

Staff feel valued by senior leaders. Governors commit to supporting high-quality education for the children in their community. They are reflective and adjust their work when necessary.

Parents and carers are overwhelmingly positive about the school. They particularly value the high-quality foundations the school's early years provision provides.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Changes to the quality of education are new and not fully embedded. Some pupils do not achieve highly enough and have gaps in their learning that need to be closed rapidly. The school should continue their work to support, evaluate and secure high-quality teaching and learning across the school.