Longfleet Church of England Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Longfleet Church of England Primary School Jolliffe Avenue, Poole, Dorset BH15 2HF

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Outcome

Longfleet Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Nigel Helm. This school is part of Coastal Learning Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Paul Howieson, and overseen by a board of trustees, chaired by Martin Copsey.

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What is it like to attend this school?

Pupils love to learn at this inclusive school where they ‘live an honourable life in all its fullness’ and attend well. The school thinks deeply about what pupils should learn, both personally and academically. Its high expectations for achievement include all pupils. Typically, they achieve well.

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What is it like to attend this school?

The Longfleet values of ‘be kind, be respectful, be resilient and be wise’ shine through every aspect of the school’s work. Pupils behave well in lessons and around the school. If bullying does happen, pupils trust adults to deal with it. The pupil-led ‘keep safe council’ support their peers on the playground. As a result, pupils across the school feel happy and safe.

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What is it like to attend this school?

A plethora of clubs such as British Sign Language, football and cricket develop pupils’ talents and interests. Pupils proudly represent the school in local and national tournaments. They learn to play musical instruments such as trumpet, cello, violin, flute or clarinet and play in the school’s longstanding orchestra. Pupils in the chamber choir perform at a very high level with professional musicians at a local theatre. Educational trips bring the curriculum to life. Pupils especially value the residential visits to two outdoor activity centres, which help them develop independence and resilience. 4 and 5 March 2025

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

The school has designed a broad and ambitious curriculum. In all subjects, the school breaks down key knowledge or ‘must haves’ so pupils, including those with special educational needs and/or disabilities (SEND), learn well. They build successfully on what they have already learned. For example, in geography, pupils in Year 2 learn about the impact of pollution in oceans. Older pupils learn about lines of longitude and latitude and can use grid references to identify features on maps. However, in a minority of subjects, the curriculum is new. This means that some pupils do not develop a deep understanding of what they need to be ready for the next stage in their education.

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

Reading is the beating heart of the curriculum. Children learn to read at the start of the Reception Year. They become familiar with letters and the sounds they make. Pupils practise their reading and read books that closely match the sounds they know. Those that struggle receive regular support to help them keep up. Pupil reading leaders suggest books or authors for their peers to read. Most older pupils share a love of reading.

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

Staff routinely present information clearly. They check pupils’ understanding and address any misconceptions that arise. The school uses a range of strategies effectively, which help pupils to know and remember more, including knowledge organisers, recall activities and quizzes.

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

The school identifies pupils with SEND swiftly. Staff set clear and specific ‘tiny’ targets for pupils with SEND. They plan activities that help pupils work towards achieving these. The school has established the ‘ark’ to serve the needs of pupils with more complex needs. Staff in the ‘ark’ provide specialist support and help pupils reintegrate successfully into mainstream classes.

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

Pupils and staff agree that the new behaviour policy is applied fairly and consistently. It inspires pupils to behave well. At lunchtime, pupils play sports in the ‘pride court’ or have great fun dressing up in clothes from the lunchtime dressing up rack.

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

The school’s approach to pupils’ personal development is praiseworthy. The offer is designed expertly and builds pupils’ deep understanding of important topics. Pupils know how to keep themselves physically and mentally healthy, as well as how to stay safe online and in the wider community. Pupils learn about cultures and beliefs other than their own. The school’s ‘rainbow day’ helps pupils form a view of protected characteristics. Pupils learn to share similarities and celebrate differences. Pupils learn how to be ‘global citizens’ who are willing to be ‘courageous advocates’ for social injustice. Visits to the Houses of Parliament help pupils find out about democracy and life in modern Britain. Pupils thrive with responsibilities as sports ambassadors or worship leaders. Members of the ‘captains’ council’ help the school to be a better place.

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

The school actively manages workload and well-being to ensure that staff feel happy. Trustees and local governors know the school well. They carefully balance how they provide support and challenge to school leaders. Parents and carers are overwhelmingly happy with the academic and pastoral education their children receive. 4 and 5 March 2025

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a small minority of subjects, the curriculum is not fully embedded. As a result, pupils do not develop as deep an understanding of the knowledge they need to be successful in these subjects. The trust should ensure that the curriculum is securely and consistently embedded across the school so pupils develop a deeper understanding over time.

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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 second ungraded inspection since we judged the predecessor school, Longfleet Church of England Voluntary Controlled Primary School, to be good for overall effectiveness in April 2013.

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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. 4 and 5 March 2025

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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). 4 and 5 March 2025

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School details

Local authority Bournemouth, Christchurch & Poole

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School details

Date of previous inspection 28 March 2019 under section 8 of the Education Act 2005

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Information about this school

 The school is part of Coastal Learning Partnership, a multi-academy trust of primary schools in Dorset, Bournemouth, Christchurch and Poole.  The school has a Christian character. It is part of the Diocese of Salisbury. The last section 48 inspection was on 26 September 2022. The next section 48 inspection will usually take place up to five years after this time.  A breakfast and after-school club operate on site under the management of the school.  The school uses four unregistered alternative provisions for some of its pupils.

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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. The inspectors discussed the impact of the pandemic with the school and have 4 and 5 March 2025

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taken that into account in their evaluation of the school.  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.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors observed pupils’ behaviour in lessons and around the school.  Inspectors considered responses to the online survey, Ofsted Parent View, including the free-text responses. They also considered responses to the staff survey.

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Inspection team

Gavin Summerfield, lead inspector His Majesty’s Inspector

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Inspection team

Claire Fortey Ofsted Inspector 4 and 5 March 2025

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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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