Longvernal Primary School

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About Longvernal Primary School

Name Longvernal Primary School
Website http://www.longvernal.com
Ofsted Inspections
Headteacher Mrs Karen Bazeley
Address Clapton Road, Midsomer Norton, Radstock, BA3 2LP
Phone Number 01761412777
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 192
Local Authority Bath and North East Somerset
Highlights from Latest Inspection

What is it like to attend this school?

Longvernal Primary School is a special place to learn. Pupils are at the heart of this inclusive school.

They enjoy coming here. The school community sees itself as 'one family'. Pupils appreciate the vast range of opportunities open to them to support their personal development, including the provision for outdoor learning.

Leaders say pupils learn with 'mud on their hands and smiles on their faces'.

Leaders have high expectations of what all pupils can achieve. Pupils have extremely positive attitudes toward their learning.

Pastoral support is exemplary. Pupils and adults forge strong relationships. Pupils are kind and caring towards one another....r/>
Pupils are highly respectful of each other and adults. They behave very well in lessons. Low-level disruption is extremely rare.

Pupils live up to adults' high expectations of behaviour. They know what bullying is. Pupils are adamant it does not happen here.

They know staff would deal with it quickly if it did.

Parents are overwhelmingly positive about the education and opportunities the school provides. One parent, expressing the view of many, said, 'Every child is celebrated for their individuality and their uniqueness.

Difference is celebrated, and every child is given every opportunity to succeed.'

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

Leaders are extremely ambitious for all pupils, including the most disadvantaged. Staff share this ambition.

They have created a culture of teamwork and respect. Leaders are highly effective and structured in their approach to school improvement. They strive for the best for each child.

As a result, all achieve well.

Leaders prioritise reading. Pupils' and adults' love of reading spreads throughout the school from Nursery to Year 6.

Leaders ensure pupils have high-quality books to support their enjoyment of reading. A strong culture of reading for pleasure starts in the early years. Children begin to learn phonics in the Nursery Year.

Books match the sounds children are learning. Staff carry out regular checks to ensure those at risk of falling behind keep up. Older pupils enjoy reading.

They understand why it is important to be able to read. Pupils talk confidently about what they have read. They extend and deepen their thinking through creative use of reading journals.

Leaders have embedded a systematic approach to the teaching of mathematics. Pupils enthuse about their mathematics learning. Teachers' subject knowledge is strong.

Pupils have regular opportunities to practise and problem-solve. Staff utilise assessment rigorously to ensure any misconceptions or misunderstandings are immediately addressed.

Leaders have designed a wider curriculum that is well sequenced and builds relevant knowledge and skills over time.

However, in some subjects, pupils, including those with special educational needs and/or disabilities (SEND), are not able to connect current learning to what they already know. For example, in history, pupils struggle to explain concepts such as empire. As a result, they do not deepen their historical understanding.

However, leaders have started to put in place a range of assessment strategies to check where pupils and children in the early years have specific gaps.

Staff understand the needs of pupils extremely well, including those with SEND. Pupils with SEND access the same curriculum as their peers.

Additional support is clearly organised with small steps leading to ambitious end points. As a result, pupils with SEND thrive.

Pupils' behaviour is excellent.

Children in the early years have established routines where they respect, listen and behave well. The school's FOREST values of family, originality, respect, excellence, self-belief and teamwork are clearly understood and followed by all. Pupils demonstrate good manners and are polite and courteous.

Leaders want all pupils to have high aspirations of what they can achieve. This ambition sits at the heart of personal development. Leaders provide an abundance of opportunities to develop pupils' confidence, resilience and self-esteem.

Leaders help pupils to 'be the best that they can be'. Pupils know this. They know staff believe in them.

Pupils enjoy the range of responsibilities open to them. These include being digital, community, reading and play leaders. Pupils take these responsibilities seriously.

In addition, planned trips and visits support pupils' understanding of cultures and religions beyond their own community.

Governors and the trust share the same ambitions as leaders. They are equally determined that each child will succeed.

Governors provide a high level of challenge. Staff value the wealth of development and training opportunities they receive. New staff appreciate the open and supportive ethos.

Leaders proactively take staff's workload and well-being into account.


The arrangements for safeguarding are effective.

Leaders ensure there is a strong culture of keeping pupils safe.

Staff receive frequent, up-to-date safeguarding training. They are vigilant and fully understand their responsibilities. Staff are confident in reporting concerns.

They know leaders take all concerns, however small, seriously.

Staff complete the necessary checks on the suitability of adults to ensure they are safe to work with children. Pupils feel safe.

They know how to keep themselves safe in a range of situations. Pupils know who to go to if they have a worry. Leaders have ensured that the curriculum supports pupils' understanding of risk.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects across the wider curriculum, including in the early years, teaching does not sufficiently enable pupils to deepen their knowledge of important concepts. As a result, pupils do not always make links with their prior knowledge. Teachers need to fully take into account what pupils already know so pupils build their knowledge effectively over time across all subjects.

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