Long Melford Church of England Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The headteacher's clear vision focuses effectively on supporting pupils' achievements, both in and out of the classroom.

Staff implement the vision well. As a result, the quality of education provided to pupils has improved considerably since the predecessor school was judged to require special measures. Senior leaders know what they do well but they concentrate their energies effectively on what they could still do better.

Consequently, the capacity of leaders to continue to improve the school is strong. The support provided by the trust has been instrumental in supporting the school's development. Governors and trustees have a clear and... accurate view of the school's strengths.

They provide leaders with effective support and challenge. Teaching is typically good and it is improving. Consequently, most pupils make good overall progress as they move through the school.

Leaders and governors ensure that pupils enjoy a broad and balanced range of curricular and extra-curricular activities. Staff are proud to work at the school and are grateful for the training opportunities that are open to them. Staff morale is high.

Disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) are well supported. They make strong and increasingly better progress. Leaders ensure that pupils are well looked after and that they are kept safe.

Pupils' spiritual, moral, social and cultural (SMSC) development is a strength of the school. Subject leaders are afforded an appropriate range of support, challenge and training. The leadership of English and mathematics is well established and has a positive impact on pupils' outcomes.

Leadership of subjects other than English and mathematics (foundation subjects) is relatively new. Leaders in these areas are less secure in checking the quality of teaching and its effect on learning. Learning activities and teachers' questioning do not always provide enough challenge to the most able pupils.

This means that their overall progress is not as strong as that of their classmates. Children get off to a good start to their education in the early years. However, some children, including the most able, are not always fully challenged to exceed the early learning goals for attainment by the end of Reception.

Information about this school

This is the school's first inspection since it joined the St Edmundsbury and Ipswich Diocesan Multi-Academy Trust in September 2016. Responsibility for the school's performance lies with the trust's board of directors. There is representation from the trust board on the school's local governing body.

There are currently 18 schools within the trust. The school is smaller than the average-sized primary school. Some pupils are taught in mixed-age classes.

The proportion of pupils who have an education, health and care plan is above average. The proportion of pupils known to be eligible for the pupil premium is average. The proportions of pupils who speak English as an additional language or who receive SEND support are below average.