Selby, Longman’s Hill Community Primary School

About Selby, Longman’s Hill Community Primary School Browse Features

Selby, Longman’s Hill Community Primary School

Name Selby, Longman’s Hill Community Primary School
Ofsted Inspection Rating Good
Address Myrtle Avenue, Brayton, Selby, YO8 9BG
Phone Number 01757706841
Type Primary
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 206 (45.1% boys 54.9% girls)
Number of Pupils per Teacher 20.7
Local Authority North Yorkshire
Percentage Free School Meals 4.4%
Percentage English is Not First Language 3.4%
Persistent Absence 6.1%
Pupils with SEN Support 19.7%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (24 November 2016)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about this school

The school meets requirements on the publication of specified information on its website. The school is smaller than the average primary school. Most pupils are of White British heritage. The proportion of pupils who have special educational needs and/or disabilities is similar to the average. The proportion of disadvantaged pupils, who are known to be eligible for support through the pupil premium funding, is below average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. In the early years, Reception children attend full time.

Summary of key findings for parents and pupils

This is a good school Since the previous inspection, the headteacher has provided excellent and decisive leadership. Selby Longman’s Hill has rapidly improved and is now a securely good school. Governors are committed to and ambitious for the future of the school. They know the strengths and weaknesses of the school and offer good levels of support and challenge. School leaders have successfully eradicated poor teaching and, as a result, pupils are now making good progress. Pupils’ personal development, behaviour and welfare are outstanding. Their behaviour in lessons and around the school is excellent. Pupils are polite and respectful. Attendance is consistently above average and pupils are rarely absent. Parents’ views of the school are overwhelmingly positive. They feel that the school has vastly improved and their children are well cared for and supported. The teaching of phonics is highly effective. All pupils have achieved the expected standard in the Year 1 phonics check since the previous inspection. Children in the Reception class get off to a good start because the early years is well led and teaching is strong. Teaching is consistently good. However sometimes teachers do not provide pupils, especially those who are most able, with activities that are sufficiently challenging. Pupils are confident readers because they receive good support. Occasionally pupils have difficulty identifying the hidden meaning in words or phrases. Progress in mathematics can sometimes slow because pupils are not attempting more complex problem solving soon enough. In some classes pupils are not given enough opportunities to use and apply their writing skills fully in other subjects.