Long Sutton County Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school is a place of high expectations and strong values.

Staff and pupils strive to improve themselves. Pupils learn the curriculum well. They know that staff value their hard work and effort.

Pupils are proud to receive 'STAR' points linked to the school's values of strength, teamwork, ambition and respect. Children in the early years quickly settle into the school. They develop a love of learning and model their play on the teachers, including 'teaching' one another how to read.

The school's work to help pupils look after their mental health is excellent. Pupils learn about strategies that they can use to look after themselves. The school provides them... with opportunities to discuss important issues sensitively as well as to understand the science of mental health.

Pupils value these opportunities. They understand how this helps them to respect themselves and others.

The work to support pupils' well-being has coincided with an improvement in pupils' attendance and behaviour.

Pupils behave well. They are polite. Classroom environments are calm and purposeful.

Pupils enjoy coming to school and attend well. They know there are adults available to help them with any concerns or worries they may have.

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

The school has redesigned the curriculum to ensure that it is ambitious and sets out clearly what pupils should learn and when.

Children start to develop their understanding of the world around them from the early years onwards. They are well prepared for key stage 1 when they begin to study national curriculum subjects. Pupils recall their recent learning, and in some subjects, key knowledge and concepts from previous terms and academic years.

They enjoy talking about scientific experiments and their knowledge of space. Pupils become experts in the work of important artists and the techniques that those artists used. In some subjects, however, pupils do not recall their prior learning as well.

This is particularly the case in relation to the most complex aspects of the subjects that pupils study, such as how to think like a scientist.

Most of the time, teachers check pupils' understanding well. They often identify when pupils have not developed their knowledge and adapt their teaching to address this.

However, this is not consistently the case. In some subjects, the school has not identified gaps relating to pupils' prior learning. In these subjects, pupils do not build their knowledge as securely as they could.

Pupils develop a love of reading. The school has ensured that the time pupils spend reading at school is enjoyable and purposeful. Children begin to learn to read as soon as they start in the Reception Year.

Those who have attended the Nursery are well prepared to start their reading journey. Throughout their time in school, pupils read a carefully selected range of texts, including fiction, non-fiction and poetry. Pupils at risk of falling behind their peers are quickly identified and helped to keep up.

The school has an inclusive ethos. The oversight of the provision for pupils with special educational needs and/or disabilities (SEND) is robust and supportive. Pupils' needs are promptly identified.

Staff have the information and skills that they need to adapt their lessons skilfully so that pupils with SEND make progress through the curriculum.

Pupils are respectful to one another. They form positive relationships with caring staff.

Pupils who need extra help to manage their emotions receive the support that they need. The school takes a thoughtful approach to managing pupils' behaviour and attendance. Staff know pupils well and work with them to ensure that they feel comfortable at school.

Pupils broaden their personal and social horizons. They develop their leadership skills as they become school councillors, eco-councillors and playtime leaders. Pupils gain a secure understanding of fundamental British values and protected characteristics.

They improve their skills of communication and reflection through regular opportunities for debate and discussion. Pupils develop their talents and interests, including by taking part in craft, singing and archery clubs. They build their confidence as they participate in residential trips, such as the Year 6 visit to London.

Leaders are proactive in improving the quality of education that the school provides. The school and the trust provide a range of training that enables staff and those responsible for governance to develop their practice and fulfil their roles effectively. Significant improvements have been achieved in relation to the curriculum, pupils' behaviour and attendance.

There are times when the school does not identify areas for improvement clearly. On these occasions, the school cannot bring about improvements and support staff as well as it could.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, the checks on pupils' knowledge do not enable teachers to be clear about what pupils do and do not know, particularly in relation to pupils' prior learning. As a result, some gaps in pupils' knowledge are not identified and pupils do not build their knowledge as well as they could. The school should ensure that checks on pupils' understanding provide teachers with the information they need in order to fill any gaps in pupils' knowledge.

• The school's monitoring and evaluation of the quality of some aspects of its work are not as effective as they could be. This means that, on a small number of occasions, areas for development have not been identified. The school should ensure that the clear oversight it has of most aspects of the school's provision is replicated elsewhere so that the school can continue to develop the quality of education that it provides.