Longford Park Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Longford Park is a happy school. An art gallery showcasing pupils' high-quality work welcomes parents and carers and visitors to the school site. At the start of each school day, staff warmly welcome families with a smile and a friendly greeting.

The school is aspirational for all pupils. The motto 'working together, learning forever' is at the heart of all the school does. This creates a climate where most pupils, including those with special educational needs and/or disabilities (SEND) achieve well, become resilient, and learn to collaborate.

Pupils love coming to school and feel safe. They learn how to stay safe online and in their local community. Pupils know that... they can talk to an adult if they have any concerns.

Pupils behave well. They are kind and respectful towards others. Any disagreements between peers are quickly sorted out.

All pupils have plentiful opportunities for character development. Children in the early years complete 50 activities before they are five. These activities successfully encourage pupils to be curious, and to be adventurous and independent.

Older pupils take on leadership responsibilities with enthusiasm. For example, reading champions listen to their peers read. Pupils also run their own clubs, such as chess, space and mathematics.

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

The school's curriculum is ambitious and carefully designed. It identifies the important knowledge, skills and vocabulary that pupils need to learn. This helps teachers to deliver the curriculum well.

As a consequence, most pupils are well prepared for their next steps in education.

Staff have good subject knowledge. They begin each lesson by checking what pupils already know and remember.

Staff successfully help pupils to make links to new learning. They present information clearly and make sure pupils have the chance to practise key skills. The checks on pupils' learning are used well to identify any gaps in learning and to plan future activities.

Pupils with SEND are quickly identified. The school works well with parents and external services. Extra help, such as speech and language therapy for pupils, is sought early.

Most staff make appropriate adaptations to lessons. This helps pupils to achieve well. In a small number of curriculum subjects, the activities and resources are sometimes not adapted as well as they could.

Consequently, a few pupils do not learn as well as they should.

In response to the disappointing phonics results in 2024, leaders acted speedily to make sure that any pupils at risk of falling behind with their reading get the help that they need. All staff deliver the phonics programme consistently well.

This is because they have received up-to-date training. Books are carefully matched to the sounds that pupils learn. Pupils enjoy reading.

They become confident and fluent readers by the time they leave the school. Nevertheless, some pupils do not have a broad knowledge of authors, non-fiction books or poems.

The youngest children settle in quickly and learn to share equipment and play together sensibly.

In lessons, pupils listen carefully and enjoy talking about their learning. The playground is harmonious. Pupils play well.

Individual pupils who sometimes struggle to do the right thing are sensitively helped to remain calm and manage their emotions. Most pupils attend regularly. The small number of pupils, including disadvantaged pupils, who are persistently absent from school is reducing.

This is because the school is taking effective action and working well with families.

The school's 'STAR' values: self-esteem, trust, aspiration, respect and support underpin the exemplary approach to pupils' personal development. Pupils of all ages take part in a wide range of experiences that take learning beyond the classroom.

In the school's forest area, children in the early years learn to work as a team, while older pupils learn about sustainability. Stories and visits to places of worship teach pupils about diversity and difference. Pupils benefit from opportunities that enable them to develop their sense of community and social responsibility.

These opportunities include singing for elderly people and raising funds for the local hospice. The school places a strong emphasis on nurturing pupils' talents and interests. For instance, pupils can take part in clubs such as art, orienteering, and choir.

Leaders, staff and governors work as a team to ensure the school continually improves for the pupils. The Longford Park team have an accurate understanding of the school's strengths and priorities. They have responded promptly to support and challenge from the local authority.

Staff are proud to work at the school and feel valued. They appreciate the training opportunities and the consideration given to their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There are occasions when staff do not adapt the activities and resources to meet the needs of some pupils with SEND. This means that these pupils do not achieve as well as they could. The school should share the existing effective practice in the school to help all staff get better at supporting pupils with SEND.

• Some pupils do not have a broad knowledge of different types of texts, authors and poems. This means they do not have a wider enjoyment of reading. To further develop pupils' love of reading, the school should promote reading for pleasure.