Longford Church of England Primary School is a small and welcoming institution located in Britford, Salisbury. The school has a close-knit community where staff are familiar with pupils and their families, fostering an environment of respect and friendship. As a church school, it emphasizes values that contribute to a positive atmosphere. The school has a diverse population, with some students joining at various times throughout the year, and existing pupils are generally welcoming to newcomers.
Pupils exhibit kindness towards one another and feel confident that any friendship issues will be addressed promptly by adults. However, during break times, the range of activities available for play is limited. Pupils have collaborated with school leaders to enhance this aspect by introducing new games, and leaders recognize the need for further development in this area.
The school is in the process of implementing a well-structured curriculum, but there are instances where the work assigned to pupils does not allow them to progress as quickly as they could. In lessons, pupils are attentive, although some may become restless at times. Teachers manage these situations effectively. Pupils enjoy participating in reward systems, such as house points, and take part in various events, including sports day and musical activities. The school organizes trips for all age groups, enriching the educational experience.
While the curriculum is broad and planned for mixed-age classes, there are areas where teachers are still developing their subject knowledge and confidence. This can lead to inconsistencies in how knowledge is shared and modeled, affecting pupils' retention of information. Leaders are dedicated to creating an inclusive environment and show genuine care for pupils, but there are gaps in preparing them for future challenges through the curriculum. Timeliness in providing work is sometimes lacking, which can hinder pupils' learning progression.
The early years provision is undergoing development, with leaders making positive changes to support children's learning and independence. However, there is a need for clearer sequencing of knowledge to ensure a progression of learning. In the early years, children engage in free play, but staff have only recently begun training to enhance their interactions with children, which limits opportunities for high-quality engagement.
Pupils with special educational needs and disabilities receive adequate support, with teachers equipped to adapt their teaching to meet these needs. A new phonics scheme has been introduced for early reading, and while teachers are systematic in their approach, some staff lack confidence in supporting pupils during reading activities. Leaders monitor pupil progress but need to do so more frequently to ensure timely catch-up support.
The personal, social, and health education curriculum is well-planned, covering essential topics such as respect and safety. Following a decline in standards, leaders have received external support to prioritize school improvement actions. However, there is a tendency for leaders to be overly optimistic about the impact of their initiatives, which can delay necessary adjustments. Governors have worked to enhance their skills in fulfilling their responsibilities and support leaders in implementing changes.
The safeguarding arrangements at the school are effective, with clear processes for reporting concerns and regular staff training. Pupils feel safe and know how to seek help if needed. Overall, while Longford Primary School has strengths in its community and care for pupils, it faces challenges in curriculum implementation, timely support for learning, and staff training that need to be addressed for continued improvement.
