The Long Eaton School, located in Nottinghamshire, underwent an inspection on February 28 and 29, 2024. The overall effectiveness of the school was rated as requiring improvement, which reflects the need for enhancements across various aspects of the educational experience. The quality of education, behavior and attitudes, personal development, and leadership and management were all assessed as requiring improvement, while the sixth-form provision received a good rating. The principal, Mark Shipman, leads the school, which is part of the Archway Learning Trust, overseen by CEO Sian Hampton and chaired by Malcolm Trobe.
Many pupils express enjoyment in attending The Long Eaton School, particularly those with special educational needs and disabilities, who feel well-supported. There is a general recognition among pupils and staff that the school has made recent improvements. However, issues such as bullying persist, although students believe that the school is now handling such incidents more effectively. Most pupils demonstrate good behavior during lessons and unstructured times, and there are positive relationships between staff and students. Nonetheless, some pupils continue to disrupt lessons, and there are concerns regarding the consistency of behavior management among staff.
In the sixth form, students report a positive learning environment, with teachers providing adequate support. Pupils feel safe and know they can approach staff with concerns. The school offers various opportunities for students to explore their interests, such as sports and art clubs, although participation in these activities is currently low. Year 11 pupils appreciate the availability of revision sessions.
The school has developed a well-structured curriculum that outlines the topics to be covered and how students will build their knowledge over time. Staff are expected to deliver the curriculum effectively, but not all teachers consistently apply the recommended teaching strategies. This inconsistency has led to some pupils experiencing gaps in their knowledge. While teachers generally possess good subject knowledge, there are instances where explanations of new information are unclear, resulting in some pupils not fully understanding their learning objectives.
Support for pupils requiring additional reading assistance is in place, helping them develop essential skills. However, issues with grammar and punctuation in written work are not consistently addressed by teachers, leading to lower quality outputs from some students. The school has made strides in supporting pupils with special educational needs, ensuring they can access the curriculum effectively.
The sixth form benefits from a robust curriculum, with teachers demonstrating strong subject knowledge and providing valuable career advice and work experience opportunities. Most students feel well-prepared for their future endeavors. The school has a clear behavior policy, but its inconsistent application by staff can lead to disruptions in learning. Attendance rates are improving, and the school is actively working to support pupils in this area.
The school has planned for the wider development of pupils, covering topics such as careers, online safety, and healthy eating. However, there are gaps in the delivery of the personal development curriculum, which affects pupils' understanding of British values and equalities. The trust has been collaborating with school leaders to drive improvements, but many initiatives are still in the early stages, leading to inconsistencies in various areas. Staff report feeling well-supported and believe the school is effectively managed.
The safeguarding arrangements at The Long Eaton School are deemed effective, ensuring the safety and well-being of all pupils. To improve, the school must ensure that all staff consistently check pupils' understanding, present new information clearly, address writing quality, apply behavior policies uniformly, and deliver the personal development curriculum effectively. These steps are essential for enhancing the overall educational experience and preparing pupils for life in modern Britain.
