Long Lane Church of England Primary School, located in Dalbury Lees, Ashbourne, Derbyshire, underwent an inspection on June 28 and 29, 2023. The overall effectiveness of the school was rated as requiring improvement, with similar ratings for the quality of education, personal development, and leadership and management. However, the behavior and attitudes of the pupils were rated as good. This inspection follows a previous grade of inadequate, indicating some progress has been made.
The school is described as warm and welcoming, with pupils expressing pride in their attendance. They enjoy a close-knit environment where they feel known and valued. The behavior of the pupils is commendable, as they understand and adhere to the school's golden rules, which emphasize kindness, honesty, and hard work. The reward system, which includes a traffic light system and Dojo points, is well-received, and instances of poor behavior are rare.
Pupils engage positively during social times, playing cooperatively and utilizing the available outdoor equipment. Staff and parents share a positive view of the school, acknowledging improvements over the past year. However, challenges remain, particularly in the curriculum and personal development areas.
Reading instruction is a priority, with a well-organized phonics program that effectively teaches pupils to read. The curriculum is designed to outline what pupils should learn at each stage, and where it is fully developed, it builds on prior knowledge. Nonetheless, some areas of the curriculum are not yet fully sequenced, and leaders are actively working to address these gaps. Additionally, the curriculum does not clearly specify the precise knowledge pupils are expected to acquire.
Support for pupils with special educational needs and disabilities has improved, with a new SEND coordinator implementing systems to identify and assist these pupils. However, the targets in their plans are often too broad, leading to inconsistencies in the support provided.
The school has made strides in enhancing personal development, with a comprehensive program for personal, social, and health education in place. However, this initiative is still in its early stages, and pupils do not yet fully grasp the concepts being taught, particularly regarding British values and protected characteristics.
Leadership has seen significant improvement over the past year, with senior leaders demonstrating a clearer understanding of their roles. Effective accountability measures have been introduced, fostering a shared purpose among staff. Despite these advancements, many initiatives are still in their infancy and have yet to significantly impact the overall quality of education.
Governors play an active role in providing support and challenge, ensuring that the local authority and multi-academy trust's efforts are effectively combined to secure improvements. Safeguarding arrangements are effective, with staff trained to recognize signs that pupils may need help. Regular training and checks ensure that safeguarding remains a priority.
To improve further, the school needs to complete its curriculum planning and implementation, ensuring clarity on what pupils will learn and when. The curriculum should also specify the knowledge pupils are expected to retain. Additionally, the targets for pupils with SEND should be more specific and measurable to ensure appropriate support is provided. The personal development program must be fully implemented to enhance pupils' understanding of the content. Finally, the recent accountability measures should be embedded to positively influence the quality of education provided.
