Long Ditton St Mary’s CofE (Aided) Junior School

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About Long Ditton St Mary’s CofE (Aided) Junior School

Name Long Ditton St Mary’s CofE (Aided) Junior School
Website http://www.longdittonstmarysschool.co.uk/
Ofsted Inspections
Headteacher Mrs Sarah Martin
Address Sugden Road, Long Ditton, Surbiton, KT7 0AD
Phone Number 02083981070
Phase Primary
Type Voluntary aided school
Age Range 7-11
Religious Character Church of England
Gender Mixed
Number of Pupils 235
Local Authority Surrey
Highlights from Latest Inspection

What is it like to attend this school?

Pupils delight in attending this inspirational school. They form very positive friendships and show a genuine care for the well-being of others.

The school's values of 'love, respect, compassion and aspiration' enhance the character of the pupils. They relish receiving awards when they demonstrate these values. Adults are caring and compassionate towards pupils.

Pupils take on a wide range of roles of responsibility that connect them to the life of the school and their local community. For example, pupils elected to the school council worked with the local council on a road safety project. All this contributes to pupils feeling happy, safe and part of the school famil...y.

The school has high ambitions for all pupils. Staff inspire pupils to learn and achieve highly in all subjects. As one pupil said, 'Teachers make the learning exciting.'

Pupils produce work of excellent quality and are proud to share this with others. For example, pupils complete in-depth science investigations and engage in a range of musical performances.

Pupils behave exceptionally well.

They are compassionate towards others. For example, during playtimes, pupils seek out others who might be feeling lonely and help them to be included.

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

The school provides a highly engaging and ambitious curriculum that matches the needs of pupils exceptionally well.

Each subject has been carefully mapped out to make sure that pupils develop the knowledge and skills that they need to succeed. The school supports pupils with special educational needs and/or disabilities (SEND) very well. Teachers swiftly identify any additional support pupils need in class.

Teachers select tasks and use approaches that ensure that the achievement of pupils with SEND is exceptional.

The school invests in its staff. The support for the well-being of staff is excellent and their opinions and ideas really matter.

The school manages the introduction of new initiatives carefully. This ensures that staff do not feel overwhelmed and remain highly focused on teaching effectively. Training opportunities match the needs of staff closely.

This makes sure that staff are clear about the school's approach to teaching. Governors are knowledgeable, ambitious and diligent in their role. As a result, there is a positive balance between challenge and support for all staff.

Teachers help pupils to develop a detailed body of knowledge across all subjects. Teachers encourage pupils to draw on what they have learned before when thinking about new learning. Teachers check what pupils know effectively.

For example, they use questioning in class to ensure that pupils deepen their understanding of what is being taught. This helps teachers to adapt future learning to rectify any misunderstandings and to fill gaps in pupils' knowledge. Teachers ensure that pupils make links in what they learn across subjects.

For example, pupils learn about diversity in art and design and develop their mathematical skills in science.

Pupils achieve highly in national tests for reading and mathematics. They read often and develop a love of reading.

The school helps pupils who arrive at the school without the necessary reading skills to catch up swiftly. Pupils with SEND receive timely and helpful support with their reading that enable them to succeed in class. Teachers select books that broaden pupils' vocabulary and knowledge extensively.

Teachers enable pupils to deepen their mathematical thinking very effectively, including in other areas of the curriculum. For example, pupils apply their knowledge of measurement and scale in design and technology projects.

Classes are calm and orderly places where pupils learn free from distraction.

Pupils delight in attending school. The school supports any pupils whose attendance falls below the expected level swiftly and effectively.

The school provides thorough and purposeful opportunities to develop pupils' character and talents.

Pupils engage enthusiastically in the wide range of additional activities on offer. Curriculum trips and visitors to the school enhance what pupils learn. The school provides a wide range of clubs that develop pupils' interests and skills.

Pupils learn about diversity in modern Britain. For example, pupils visit a range of places of religious worship in their locality and learn about the Windrush generation in history.


The arrangements for safeguarding are effective.

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