Long Whatton Church of England Primary School and Community Centre

Inspection of a school judged good for overall effectiveness before September 2024: Long Whatton Church of England Primary School and Community Centre The Green, Long Whatton, Loughborough, Leicestershire LE12 5DB

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Outcome

Long Whatton Church of England Primary School and Community Centre has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Pupils thrive at this welcoming school. Staff give pupils the confidence they need to be themselves. One pupil summed up the views of many when they stated, ‘This school is simply amazing.’

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What is it like to attend this school?

The school has high expectations of all pupils. They achieve highly. The indoor and outdoor spaces have been designed to help pupils to be successful. Pupils love to learn in the outdoor science and ecological areas and the forest school. Pupils confidently recall their learning across a range of different subjects.

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What is it like to attend this school?

Behaviour at the school is exemplary. Pupils help to create a family environment. They show respect and kindness to each other. Older pupils act as positive role models to younger pupils.

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What is it like to attend this school?

Pupils develop their talents and interests, including learning to speak different languages and playing musical instruments. They are proud to represent their school at different community events, such as the harvest festival. Pupils take part in a range of clubs such as eco club, cooking club and various sports clubs.

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What is it like to attend this school?

Parents and carers are very positive about the school. They describe their children’s ‘love’ of the school and how their children experience ‘the most wonderful education’. 5 November 2024

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

The school’s ambitious curriculum starts in the early years. In most subjects the curriculum sets out clearly what pupils should learn in each year group. The curriculum has been carefully designed so that pupils can regularly revisit their prior learning. This helps pupils to know and remember more of their learning throughout their time in school. Pupils make connections between their learning in different subject areas. In some subjects, pupils learn in mixed-age classes. In these subjects, the curriculum does not always identify what pupils should learn about the most complex aspects of the subjects they study. Sometimes, this results in pupils being ready to move their learning on but not consistently being provided with opportunities to do so.

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

Teachers have secure subject knowledge. They use questioning effectively to check pupils’ understanding. Teachers encourage pupils to reflect on and discuss their thinking. Pupils talk excitedly about how their learning is enriched by workshops and visits delivered by subject specialists, including a musician.

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

Pupils love reading. They talk about their favourite books and authors. Pupils enjoy visits to the local library and book shops, as well as the talks they hear from authors. Phonics is delivered with precision. Pupils regularly practise their reading using suitable texts that match their phonics knowledge. Staff regularly check pupils’ understanding and ensure that any pupils at risk of falling behind receive the help they need. Pupils quickly develop accuracy and fluency in their reading.

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

The school has systems and processes in place to support pupils with special educational needs and/or disabilities (SEND). If pupils need additional help this is identified promptly and the right support is put in place. This ensures that pupils with SEND achieve well.

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

Behaviour in classrooms and around the school is impeccable. There are clear routines embedded throughout the school. Children in the early years form strong relationships with staff and learn the difference between right and wrong. Pupils benefit from effective pastoral support. They know that they can speak to any member of staff if they have any concerns. Pupils have a positive attitude to learning. This is reflected in their desire to be at school. One pupil said, ‘I try not to miss a day because it is great learning here.’

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

The provision for pupils’ personal development has been well considered. Staff give a great deal of care and attention to ensuring that alongside academic success, pupils are given the opportunity to develop spiritually, morally and socially. Pupils regularly discuss and debate important global issues. They visit places of local interest linked to their learning in the classroom and to expand their knowledge of the world around them. Pupils are encouraged to develop their leadership skills. They help shape the school’s provision through their roles as sports ambassadors, eco champions and school councillors.

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

Governors understand their roles. They are knowledgeable about the school and provide support and challenge to leaders. Staff, pupils and parents are proud of their association with the school. Staff feel that their workload and well-being are well considered. They are given the opportunity to develop their skills through carefully targeted training. 5 November 2024

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a minority of subjects, the curriculum has not been adapted sufficiently for pupils’ different stage of learning in mixed-age classes. As a result, there are occasions when pupils are ready to move on with their learning but do not benefit from opportunities to do so. The school should ensure that the curriculum sets out how pupils can build their knowledge over time in mixed-age classes, particularly in relation to the most complex aspects of the subjects they study.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in October 2019.

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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. 5 November 2024

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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). 5 November 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 23 and 24 October 2019, under section 5 of the Education Act 2005.

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Information about this school

 The school is a Church of England School. Its most recent section 48 inspection for schools of religious character took place in October 2014.  The headteacher is currently also an executive headteacher at another school.  The school does not make use of any alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine 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.  The inspectors met with the headteacher, deputy headteacher, subject leaders and members of staff. The lead inspector also met with members of the governing body, including the chair of governors. 5 November 2024

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 Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central 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.  The inspectors spoke with parents and considered the responses to Ofsted Parent View, including the free-text comments. Inspectors considered the feedback from pupils and staff to their respective Ofsted surveys.

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Inspection team

Roxanne Fearns-Davies, lead inspector His Majesty’s Inspector

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Inspection team

Matthew Clark Ofsted Inspector 5 November 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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