Newton Longville Church of England Primary School has been recognized as a good school, demonstrating a commitment to high expectations and preparing pupils for their future. The school emphasizes values such as compassion, respect, aspiration, friendship, and thankfulness, which are integral to the community. Pupils understand and embody these values in their daily interactions, showcasing maturity in their discussions about fairness and honesty. The enthusiasm for learning is palpable among students, who take pride in their school and actively participate in various clubs and activities. Older pupils express excitement about upcoming events, such as residential trips, and take their responsibilities seriously, whether as house captains or buddies to younger students.
Behavior at the school is generally positive, with pupils feeling safe and well-supported by staff. The school has a zero-tolerance policy towards bullying, and any concerns raised by students are addressed promptly by teachers. The curriculum is broad and designed to engage pupils by aligning with their interests. Leaders have identified key knowledge for most subjects, ensuring that the content meets national curriculum standards. The early years curriculum is particularly well-structured, laying a solid foundation for future learning. The mathematics curriculum stands out for its logical sequencing, although there are areas for improvement in history and geography, where the plans lack clarity regarding intended learning outcomes.
In response to the challenges posed by the COVID-19 pandemic, school leaders are adapting the curriculum to focus on core knowledge and essential skills, particularly in English and mathematics. This approach is helping to address learning gaps and support pupils' ongoing success. The new phonics program is enhancing the reading curriculum, with teachers effectively implementing it to ensure that children in Reception develop strong reading skills. The school provides ample opportunities for pupils to engage with reading materials, fostering a love for books among older students.
Teachers utilize their subject knowledge to facilitate engaging discussions and promote effective speaking skills. They encourage pupils to articulate reasoned responses and use appropriate vocabulary. However, in history and geography, there are instances where the design of learning tasks does not align well with the intended knowledge, which can hinder pupils' learning experiences. Leaders are actively working to refine their support for pupils with special educational needs and disabilities, ensuring that these students receive appropriate assistance while accessing the same broad curriculum as their peers.
The school environment is generally settled, with most pupils demonstrating sensible behavior and a willingness to participate in lessons. Some pupils require additional support to meet expectations, and leaders are seeking expert advice to enhance their strategies for these students. The school encourages pupils to aspire to their goals and interests, offering a variety of after-school clubs to cater to diverse interests. The curriculum also promotes understanding of different faiths and cultures, preparing pupils for life beyond their immediate community.
Staff members report high levels of job satisfaction and feel supported by school leaders, who are mindful of workload when implementing changes. The safeguarding arrangements are effective, with leaders prioritizing pupils' well-being and safety. They maintain strong relationships with families and provide timely support when needed. However, the documentation of safeguarding actions could be more systematic to ensure clarity in decision-making processes. Overall, while the school excels in many areas, there are specific aspects of the curriculum and safeguarding practices that require further attention to enhance the educational experience for all pupils.
