Ofsted conducted a short inspection of Long Lane Primary School on 13 February 2019, following its previous judgment of good in March 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team has effectively navigated staff changes and budgetary challenges while prioritizing pupil safety and personal development. As a result, students enjoy attending the school and are well-prepared for their transition to secondary education.
The school’s motto, Strive to succeed, is evident throughout the institution. The leadership, staff, and governors share a clear understanding of the school’s strengths and have identified appropriate development priorities. There has been a noticeable increase in pupils’ ownership of their learning, and they respond positively to established routines that help them manage their behavior. This collaborative approach in lessons allows pupils to practice and revisit their learning, leading to high academic outcomes. However, while overall progress is broadly average, there has been variability in pupil progress over time, with fewer pupils achieving a greater depth of learning compared to national averages.
The journey of improvement in middle leadership has been complex, particularly following the promotion of the former deputy headteacher. The restructuring of middle leadership roles aims to better meet the school’s current needs, although some changes are still in early stages. Safeguarding practices are effective, with a thorough approach that prioritizes pupil safety and well-being. Leaders provide age-appropriate opportunities for pupils to learn about safety and respond promptly to emerging issues related to emotional health. Pupils feel safe and trust the adults in the school, with parents expressing high levels of satisfaction regarding the care their children receive.
During the inspection, the focus was on how effectively leaders use additional funding to support disadvantaged pupils and enhance sports provision. Leaders are thoughtful in their use of pupil premium funding, maintaining detailed records and conducting ongoing reviews to assess pupil progress. While some disadvantaged pupils make significant progress, the overall impact of this funding remains variable. Sports funding is utilized effectively, providing pupils with diverse opportunities for physical activity, and most pupils meet national curriculum swimming requirements by the end of Year 6.
The middle leadership team plays a crucial role in monitoring and developing teaching across the curriculum. Their focus on pupil progression supports teachers in planning lessons that build knowledge and skills over time. While this is well-established in core subjects, it is still evolving in foundation subjects. Pupils take pride in their learning and find value in their homework. However, connections between early years learning and the rest of the school need clearer definition.
Overall, learning is purposeful, with teachers engaging pupils effectively. The inspection highlighted strong practices in mathematics, where high-quality interactions between pupils and adults enhance learning. Leaders have established processes for assessing pupil progress, although there is a need for a more precise focus on individual progress from different starting points. Current pupils are making better progress than in the past, with most on track to achieve good outcomes by the end of their key stage. Disadvantaged pupils’ progress aligns with that of their peers, indicating positive developments in the school’s educational approach.
Moving forward, leaders and governors should focus on using progress data to inform future actions, particularly for disadvantaged pupils, and ensure greater cohesion in the broader curriculum to enhance knowledge and skills development consistently across all year groups.
