Longfield Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Longfield are happy and kept safe. The 'network hand' helps pupils to identify five trusted adults to help and listen to any concerns they might have. Pupils behave well.

This is because routines and expectations are well understood and consistently applied by staff. The school core values are promoted through the 'five Rs' - responsibility, resourcefulness, resilience, reflectiveness and reasoning. This results in a positive, inclusive ethos across the school.

Leaders want all pupils to achieve well. The curriculum is broad and ambitious. In most subjects, this helps pupils to deepen their knowledge and understanding.

Pupils work hard and produce w...ork of good quality. Pupils are typically well prepared for the next stage of their learning.

Pupils are keen to take on the additional responsibilities available to them, for example, as school councillors and house captains.

The process of election for these roles supports pupils to understand the importance of democracy and equips them well for life in modern Britain.

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

Early reading is prioritised right from the start. All staff have been trained to teach phonics with precision and consistency.

Reading books are carefully matched to the sounds pupils know, providing regular opportunity for practise. Those at risk of falling behind are swiftly identified and supported to catch up. As a result, pupils develop as accurate and fluent readers.

A strong culture of reading is evident across the school. For example, in early years, families are invited to 'read and relax', take home a book, teddy and hot chocolate to share. This builds a love of reading from children's first days in school.

Pupils follow a broad curriculum, which reflects national expectations. Leaders have identified the key knowledge and vocabulary they expect pupils to learn across all subjects, to prepare them for the next stage of their education. For example, in science, work with a local secondary school ensures that the curriculum provides older pupils with the knowledge they need to prepare them sufficiently for Year 7.

The curriculum is cumulatively sequenced, with time made to revisit and recap previous learning. This helps pupils to understand and learn more complex ideas over time. For example, in history, younger pupils learn to order familiar events.

This early understanding of chronology helps them to identify and compare changes that happened throughout different periods of history. Similarly, in languages, pupils learn about the French phonics system. This helps them to pronounce new words accurately and speak in full sentences with more confidence as they become more proficient.

All subject leaders have clear expectations for learning in early years, and how this provides the foundations for future learning. In mathematics, for example, staff make sure that children secure their understanding of key mathematical concepts, such as counting and sharing. Carefully selected resources and activities ensure that children revisit and practise these concepts.

Consequently, they are well prepared for their learning in Year 1.

Assessment is used effectively to check what pupils have learned. Teachers identify and address any errors or misconceptions that arise.

This typically helps pupils to learn and remember more in different subjects over time. However, in some subjects the tasks and activities that pupils complete do not consistently reflect the ambition of the planned curriculum. In these instances, pupils are not as well prepared to tackle more complex concepts later on.

Pupils with special educational needs and/or disabilities (SEND) are accurately identified. Staff are knowledgeable and provide appropriate support tailored to pupils' specific needs. As a result, pupils access the same curriculum as their peers wherever possible.

Behaviour in lessons is focused on learning. There is no low-level disruption and pupils settle quickly, whether working on their own or with peers. Leaders have effective systems for ensuring that pupils attend school regularly.

Pupils' wider development is well considered by leaders and staff. This helps to ensure that pupils are prepared effectively for life in modern Britain. For example, pupils learn about British values and respecting the views and experiences of others.

They learn about different faiths, in and beyond the school community. Older pupils readily take on responsibility for co-leading assemblies about religious festivals for the rest of the school.

Leaders, including those responsible for governance, understand their statutory duties.

They have an accurate view of the school's strengths and the areas that they want to improve further. Staff, including those at the start of their careers, are highly positive about the school and leaders' consideration of their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that safeguarding is an ongoing priority. Effective procedures are in place to ensure that staff and governors understand their statutory responsibilities. This is because they have been well trained.

Staff are pro-active in identifying any concerns they may have. Leaders monitor safeguarding issues rigorously. They work effectively with external agencies and follow-up any cases as required.

The curriculum has been designed to help pupils to understand how to stay safe. For example, pupils have a clear understanding of risks they may face online and how to avoid these.Safer recruitment procedures are followed and robust pre-employment checks are carried out.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the activities provided do not match the ambition of the planned curriculum. This limits how well pupils, including those with SEND, secure the expected knowledge required to tackle more complex ideas later on. Senior and subject leaders should check that the curriculum in each subject is implemented consistently and reflects the intended ambition.