Lyne and Longcross C of E Aided Primary School in Chertsey, Surrey, has been recognized as a good school following its inspection on February 28 and 29, 2024. The school is appreciated for its small, inclusive community atmosphere, which fosters a welcoming environment for both pupils and their families. The staff in the Nursery play a crucial role in helping children settle in and build their confidence from the outset. The school promotes a buddy system that encourages pupils from different year groups to support one another, contributing to a friendly and supportive school culture. Pupils express their thoughts and feelings confidently, knowing they can approach staff or utilize resources like the talking trees in classrooms for any concerns.
The school maintains high expectations for pupil achievement, and most students work diligently to meet these standards, resulting in commendable academic performance. However, there are some concerns regarding the achievement of a small number of pupils, particularly in reading, where not all receive consistent support. The school has an active junior leadership team and offers enriching experiences, including trips that promote independence as pupils progress through the school. Younger pupils enjoy shorter residential trips, while Year 6 students participate in longer stays further from home.
Since the headteacher's appointment in 2019, the school has focused on redeveloping its curriculum to ensure it is broad, ambitious, and logically sequenced. Staff have received support to enhance their expertise in the subjects they lead, and ongoing professional development is helping teachers improve their instructional practices. Consequently, most subjects see teachers effectively explaining learning objectives, leading to positive pupil outcomes.
As the new curriculum is implemented, the school has identified areas for further refinement to ensure it achieves the desired impact. Some subjects have too much content planned, making it challenging for teachers to focus on essential knowledge that pupils need to progress. The school is aware of this issue and is actively working on refining its curriculum design. Additionally, the curriculum for early years needs to be sharpened to ensure children develop the necessary knowledge and skills for success in Year 1 and beyond.
In September 2021, the school introduced a new phonics and early reading approach, with staff receiving appropriate training. Most pupils who struggle with reading are supported effectively to catch up. However, a small number of pupils, including those with special educational needs and disabilities, do not receive the same level of tailored support, which affects their progress.
Teachers accurately assess pupils' learning in reading and mathematics, using this information to inform their teaching. However, the school is still refining its assessment approach in other subjects. Pupils demonstrate the school's values of courage, faith, and respect, with behavior in classrooms and during breaks being safe and calm. The school recognizes the need for additional support for some pupils in resolving friendship issues and has revised its behavior policy accordingly.
Pupils' personal development is a priority, with the school's Christian character at the forefront. They have opportunities to reflect on their beliefs and learn about the values of others. The curriculum for personal, social, and health education equips pupils with the knowledge to lead healthy lives. The governing body has a clear vision for the school and collaborates closely with leaders to ensure a positive educational impact. Staff at all levels feel well-supported in their roles, and the safeguarding arrangements are effective. Overall, while the school is performing well, there are areas identified for improvement, particularly in supporting specific pupils in their reading development and refining the curriculum for clarity and depth.
