Longnor CofE Primary School


Name Longnor CofE Primary School
Website http://www.longnorschool.org.uk
Inspections
Ofsted Inspections
Address Frodesley Road, Longnor, Shrewsbury, SY5 7PP
Phone Number 01743718493
Type Primary
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 107 (48.6% boys 51.4% girls)
Number of Pupils per Teacher 22.6
Local Authority Shropshire
Percentage Free School Meals 7.1%
Persistent Absence 7.5%
Pupils with SEN Support 10.3%%
Highlights from Latest Inspection

Main findings

This is an outstanding school. A comment from a parent sums up many other parents' and carers' views about the school. 'It is staffed by a dedicated team of teachers and support staff and led and managed by a headteacher who genuinely wants the best education for every child in his school.'

More-able pupils achieve well and those with special educational needs and/or disabilities thrive equally well. There is little difference between the achievement of boys and girls. Children in the Early Year Foundation Stage make good progress and quickly adopt good learning skills.

Pupils' high levels of independence and confidence make them socially aware and supportive of each other. They say that the...re is no bullying, and they feel extremely safe. Pupils have an excellent understanding of health issues and a large majority belong to school sports clubs.

There is a strong sense of community and purpose. Pupils' spiritual development is outstanding. The school's ethos and the exciting curriculum promote pupils' sense of spirituality and their strong sense of right and wrong.

Camping overnight on the school grounds with pupils from a multicultural school in Bristol and many international contacts contribute strongly to their social and cultural development. Exciting lessons and high levels of challenge engage pupils well and make them anxious to please. Good communication between part-time teachers ensures continuity in learning throughout the week.

Nevertheless, teachers' short-term planning of pupils' work does not always identify the learning outcomes for different ability groups that would help to inform day-to-day assessments. There is good oversight of pupils' progress through marking that encourages them to contribute. There are regular reviews of progress involving all staff, but details of day-to-day assessments are sometimes limited.

The rich and wide curriculum is designed to capture pupils' interests and imagination. Excellent links between subjects make the curriculum coherent for pupils while reinforcing basic skills. Extra-curricular activities are a very strong part of the provision.

Pupils' care, support and guidance are outstanding. Every individual is very well known to all staff and excellent communication ensures needs are promptly addressed. Children progress smoothly from the Early Years Foundation Stage to Year 1, and working links with the local secondary school ensure pupils are properly prepared for the next stage of their education.

The whole school shares the headteacher's very clear vision to advance, even further, pupils' achievement and personal development. Parents and carers greatly value the way in which their children become questioning and resourceful learners. Effective monitoring of pupils' progress identifies those who are failing to reach their expected levels and those who are exceeding them.

Individual needs are successfully addressed through a variety of interventions. Analysis of pupils' performance provides the basis for the school's development priorities, but limited day-to-day assessments of pupils' progress limits searching analysis. The governing body is well qualified and able.

Members are productively involved in all the school's activities, and are questioning but supportive. They have limited the headteacher's teaching commitment to ensure he has adequate time to monitor teaching and learning. A variety of school events provide a valued focus for the local community.

However, the school's many valuable partnerships and rich extra-curricular experiences are not always sufficiently systematically evaluated to identify their contributions to the school and its community. Outstanding leadership, enrichment of the curriculum, improvements in teaching and learning, and the continued good achievement of pupils indicate that the school has excellent capacity to improve.

Information about the school

The school is smaller than the average primary school and has a lower-than-average proportion of girls.

The overwhelming majority of pupils are of White British heritage. Very few pupils are known to be eligible for free school meals. There is a higher-than-average proportion of pupils with special educational needs and/or disabilities, but very few pupils have statements of special educational needs.

Pupils are taught in classes made up of two age groups. A small minority of the pupils live locally but an increasing number live further afield and come to school by bus. The school has National Healthy Schools status, the Eco-school gold award, the Silver SEN Quality Mark and Financial Management Standard in Schools status.