|Name||Longworth Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||02 December 2010|
|Address||School Close, Longworth, Abingdon, Oxfordshire, OX13 5EU|
|Number of Pupils||70 (62% boys 38% girls)|
|Number of Pupils per Teacher||18.4|
|Percentage Free School Meals||4.3%|
|Percentage English is Not First Language||8.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes, our last distance offered data is FREE|
Information about the school
Longworth Undenominational is a small primary school. Most of the pupils are from White British backgrounds and all speak English as their main language. The proportion of pupils known to be eligible for free school meals is below average. Almost two thirds of the pupils are boys. An average proportion of pupils have special educational needs and/or disabilities. Some of these pupils have behavioural, emotional and social difficulties. Children in the Early Years Foundation Stage are taught in the mixed-age Reception and Year 1 class. Some of them attend the before- and after-school clubs which were inspected by the team. There is privately managed pre-school provision on the site which was inspected separately. The school’s un-denominational status is unique. The governing body reports to the management committee, which maintains the school. There is some overlap in membership of the two bodies. The headteacher is leaving at the end of the current term and an acting headteacher, appointed from within the school, takes up post in January 2011. The school has Eco Schools and Healthy School status and has the Activemark award.
Longworth Undenominational Primary is an outstanding school. Nothing of significance is less than good. There is constant effort to improve from the staff, pupils and members of the governing body. Attainment has risen sharply in recent years. Pupils’ attainment is high by the end of Year 6 from levels that are generally similar to those expected for the age group at the start of the Early Years Foundation Stage. Those with special educational needs and/or disabilities are also extremely positive about their learning and make similar progress to their peers. Boys are as successful and happy in their learning as the girls. The pupils are very friendly, polite and kind. They thoroughly enjoy their time in school and are keen to help each other succeed. There is obvious joy and pleasure in celebrating the achievement of others. School leaders and the governing body have a realistic and sharp perception of the school’s strengths and weaknesses. Their shared probing approach to school management is based on detailed and comprehensive evaluations of pupils’ progress and the quality of teaching. School improvement planning is methodical and priorities are focused on the things that matter to maintain the pupils’ excellent progress. As a result, there is outstanding capacity to maintain the very brisk improvement evident since the previous inspection. There is a firm quest to make the good aspects of the school’s work outstanding. For most of the time behaviour is first rate. Just occasionally, a few pupils do not meet the school’s high expectations of behaviour. They are counselled and supported very successfully, so they are soon ready to return to productive working. Older pupils who passed through an earlier phase of less-than-perfect behaviour now say that life in school is much more enjoyable and that they are making greater progress. School leaders recognise that both the promotion of community cohesion and the safeguarding of pupils can be improved further in order to make them outstanding. Nonetheless, pupils feel extremely safe in school and government guidance is met. Pupils’ spiritual, moral social and cultural development is excellent overall. Within this, their cultural development is effective, although it is not yet focused sufficiently on other cultures within the United Kingdom. Teaching quality is outstanding and benefits from the excellent use made of assessment information to plan lessons that meet the needs of all groups. At present, however, there is some inconsistency in the marking of pupils’ books, in sharing targets and identifying how well they are being achieved. There is some outstanding practice, as seen in a Year 4 and 5 literacy lesson, where pupils in the bronze target group strove to write as effectively as the silver group by including the similes that were expected of the higher-attaining group. However, this is not yet the case in all classes. The outstanding curriculum is rich, rewarding and relevant. It encourages the sheer joie de vivre seen in lessons. It provides opportunities for all learners, including those with learning difficulties and/or disabilities, to make excellent progress and develop well. It is exemplary in promoting the arts and pupils’ personal and social development. The school draws on the expertise of outside agencies extremely well to support this work.