Long Mountain CofE Primary School, located in Worthen, Shrewsbury, Shropshire, underwent an inspection on July 10 and 11, 2024. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and personal development also marked as needing improvement. However, the school demonstrated good performance in behavior and attitudes, as well as leadership and management, while early years provision was also rated as good.
The school is characterized by a positive atmosphere where children feel safe and cared for. Pupils exhibit kindness and politeness, and older students often look after younger ones. The school’s motto, let your light shine, is reflected in the supportive environment where students celebrate each other's successes. This year, the expectations for pupil achievement have been raised significantly, and there are early indications that these changes are beginning to yield positive results. Pupils enjoy their learning, especially in subjects where they receive adequate support to build on their existing knowledge. However, there are concerns regarding progress in several subjects, as the delivery of learning does not consistently align with the leaders' intentions.
The introduction of various clubs has been well received by pupils, who express excitement about the activities and visits they can now participate in. The new headteacher has revitalized the school by closely examining all aspects of school life to identify areas for improvement. This has led to the development of an enriched curriculum that aims to be ambitious for all pupils, including those with special educational needs and disabilities.
The early years curriculum is effectively tailored to meet the interests and needs of children, resulting in good progress from their starting points. Early reading instruction is also effective, with most pupils learning to read fluently. Regular assessments help identify those who may struggle, although there are instances where comprehension support is insufficient, leading to difficulties in understanding the material.
Reading has been prioritized this year, with numerous opportunities for pupils to engage with books. Daily reading sessions and library visits ensure a diverse selection of reading materials. Progress in writing has been noted, particularly in key stage one, but issues with handwriting and spelling persist, affecting pupils' ability to articulate their ideas clearly.
Teachers possess strong subject knowledge, and when the curriculum is followed as intended, pupils often make good progress. However, inconsistencies in curriculum delivery can lead to disjointed learning experiences. Systems are in place to identify gaps in understanding, and a new tracking system aids leaders in recognizing areas needing attention.
Support for pupils with special educational needs is effective, with rapid identification of needs translating into appropriate interventions. The personal, social, health, and economic education curriculum is well-planned, fostering understanding of healthy relationships, although delivery varies among teachers.
Staff well-being is considered, and communication with parents has improved significantly, leading to positive feedback from the community. The governing body works collaboratively with school leaders, demonstrating awareness of necessary improvements and the actions required to achieve them.
The safeguarding arrangements at the school are effective, ensuring the safety and well-being of all pupils. To improve further, the school must ensure consistent delivery of the curriculum, enhance comprehension support for struggling readers, address handwriting and spelling issues, and strengthen the delivery of personal development elements. Overall, while the school has made strides in several areas, continued focus on these aspects will be essential for future success.
