Longmeadow Primary School, located in Stevenage, Hertfordshire, underwent an inspection on March 21 and 22, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, personal development, leadership and management, and early years provision also marked as requiring improvement. However, the behavior and attitudes of the pupils were rated as good. This inspection follows a previous grade of good in July 2016, highlighting a decline in performance.
The school is described as friendly and welcoming, with pupils demonstrating resilience in adapting to various changes. Most students feel happy and safe, taking pride in their school and displaying positive attitudes towards learning. The relationships between adults and pupils are characterized by respect, and there are high expectations for behavior and learning. While most pupils behave well and strive to meet these expectations, there are instances of bullying, which pupils believe are addressed effectively by the staff.
The curriculum has faced challenges in previous years, leading to gaps in pupils' learning. Although a new curriculum has been implemented, many pupils still experience difficulties in achieving their potential. Pupils are eager to participate in lessons and engage with the material, but the effectiveness of the curriculum in addressing their learning gaps remains a concern. Extracurricular activities, such as choir and sports clubs, are well-received, and the introduction of a house system has motivated pupils to earn points and take on leadership roles.
The leadership team is committed to enhancing the quality of education at Longmeadow. The new curriculum is designed to build knowledge progressively, which is crucial given the existing gaps in learning. Teachers are receiving training to improve their subject knowledge and delivery of the curriculum. They are encouraged to use assessment to identify and address gaps in understanding. However, there are inconsistencies in how effectively teachers revisit and reinforce learning, leading to limited recall of concepts among pupils.
Reading is prioritized, with a new phonics program introduced for early years and key stage one pupils. Daily phonics sessions are in place, and targeted support is provided for older pupils who need to catch up. While teachers are becoming more confident in implementing the phonics program, some staff do not follow it precisely, which can hinder pupils' progress.
The school has made strides in improving behavior through a new policy that emphasizes positive relationships. The atmosphere in classrooms is generally calm, and pupils understand the expectations set for them. In early years, children are well-acquainted with routines and engage happily in a stimulating environment. Pupils with special educational needs and disabilities receive appropriate support, ensuring they can access the same curriculum as their peers.
However, the personal, social, and health education curriculum is still developing, with limited understanding of key concepts such as diversity and democracy among pupils. The leadership's efforts to enhance personal development programs are in the early stages, and there is a need for more opportunities for older pupils to develop leadership skills.
Despite the challenges faced, staff enjoy working at Longmeadow and trust the leadership to drive improvements. The governing body is committed to ensuring the best experiences for pupils. Safeguarding measures are effective, with a culture of safety established within the school. Staff training is current, and pupils are aware of how to report concerns. Overall, while there are areas requiring improvement, the school is making efforts to enhance the educational experience for its pupils.
