Longroyde Primary School

Inspection of Longroyde Primary School Longroyde Road, Rastrick, Brighouse, West Yorkshire HD6 3AS

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 8 and 9 October 2024

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What is it like to attend this school?

This is a school that pupils are proud to attend. The school has high expectations of pupils. Pupils demonstrate respectful behaviour. Warm professional relationships between adults and pupils are evident across the school. The school supports and nurtures pupils. Consequently, pupils feel safe.

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What is it like to attend this school?

Pupils enjoy attending a range of clubs such as gymnastics, gardening club and library club. The school provides several opportunities for pupils to develop skills in leadership. Reading ambassadors, school councillors and school values champions contribute well to the life of the school. Assemblies and visitors to the school develop pupils’ knowledge and understanding of topics such as equality and diversity.

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What is it like to attend this school?

The school has experienced a period of change in recent years. The school is united in its ambition for all pupils to achieve well. Several improvements made to the school are having a positive impact on pupils. The school has high expectations for what pupils will learn in the curriculum and this is seen in the curriculum plans for most subjects. Despite the positive steps forward, some pupils do not attend school as regularly as they should. They miss out on important learning and wider opportunities.

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What does the school do well and what does it need to do better?

The school ensures pupils study a broad and engaging curriculum. Pupils with special educational needs and/or disabilities (SEND) access the same curriculum as their peers. In many subjects, the school has effectively designed the curriculum to help pupils remember important knowledge and build on previous learning. For example, pupils enjoy learning mathematics and build confidence in using a range of strategies to calculate. Children in the early years learn how to count through the meaningful activities they engage with.

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What does the school do well and what does it need to do better?

In other subjects, the school’s sequence of learning is not specific enough. This leads to some gaps in pupils’ knowledge. The school has refined its systems to support pupils with SEND and most pupils have precise support. However, the school does not routinely check if the strategies that it uses to support pupils are having the impact on learning that they need to.

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What does the school do well and what does it need to do better?

The school supports pupils effectively to be able to read. It provides suitable additional learning for those who fall behind in the reading programme. Children at the earliest stages of learning to read benefit from reading activities in the early years. Children enjoy the opportunities adults give them to learn through stories. Reading is a high priority. Pupils enjoy reading a wide range of books and recommending these to their peers in the inviting book corners. Pupils take books home that match their reading ability. This helps them to practise what they have learned. Over time, pupils read with increasing fluency and accuracy. 8 and 9 October 2024

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The school has implemented a new behaviour policy. This has impacted positively on pupils’ behaviour in school. As a result, behavioural incidents are reducing. The school has developed a clear system for supporting pupils to regulate their behaviour if they struggle to do this. Disruption in lessons is rare, but sometimes pupils move off task where learning is not well matched to pupils’ need. Staff in the early years have ensured that children settle into school life quickly. Children know the routines and engage with different activities positively.

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The school understands the importance of pupils coming to school regularly. This includes the wider benefits beyond learning, such as developing and sustaining friendships and knowing how to stay safe. There have been some recent improvements in overall attendance rates. However, the school’s analysis of this and the impact of those actions are not as clear. This means that attendance is not improving as quickly as it could.

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The personal, social, health and education curriculum teaches pupils important knowledge to prepare them for life beyond school. Pupils benefit from the additional opportunities the school provides to support their broader development. Visits to museums, theatres and local places of interest enrich pupils’ learning. The school provides a range of extra- curricular clubs. These are generally popular with pupils.

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The school provides regular and comprehensive updates to the governing body about changes in the curriculum. However, they give less consideration to the impact of school’s actions on pupils’ learning and broader development. Most parents speak positively about recent improvements to the school. Some consider that the school needs to improve its communication.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some pupils do not attend school as regularly as they should. As a result, they miss out on important learning and opportunities to build relationships with their peers. The school should improve its analysis of attendance to ensure the strategies it uses when working with pupils and their parents lead to improved attendance.  The school does not routinely check that actions taken, such as providing interventions for those pupils who have gaps in their learning, are having the intended impact. This means that the school does not have sufficient oversight of which actions are effective or not. The school should ensure that it checks the impact of any action it has taken to improve pupils’ learning. 8 and 9 October 2024

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 8 and 9 October 2024

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School details

Appropriate authority The governing body

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School details

Chair of governing body Alison Roberts-Brandao

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School details

Dates of previous inspection 9 and 10 July 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is on a split site, with the sites being approximately five minutes away from each other. The early years foundation stage and key stage 1 classrooms are located at Field Top Road, Brighouse, HD6 3XB.  The headteacher took up their post in January 2023, supported by an associate headteacher and a deputy headteacher across the two sites. The associate headteacher is also the special educational needs coordinator.  The school offers provision for two-year-old children.  The school runs a breakfast club and an after-school club.  The school does not use any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form 8 and 9 October 2024

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provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors spoke to the headteacher, associate headteacher, deputy headteacher and early years leader.  The lead inspector held separate meetings with representatives from the governing board and a representative from the local authority.  Deep dives were carried out in these subjects: early reading, mathematics, physical education, geography and science. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central

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record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  An inspector visited the breakfast club.  Inspectors observed pupils at lunchtime and spoke to them about their views on behaviour and the wider experiences they receive at the school.  Inspectors reviewed responses to Ofsted’s online parent survey, Ofsted Parent View. In addition, inspectors spoke to parents at the beginning and end of the school day.

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Inspection team

Katie Hall, lead inspector Ofsted Inspector

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Inspection team

Matthew Harrington His Majesty’s Inspector 8 and 9 October 2024

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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