a school not in a category of concern of The Long Eaton School

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Mark Shipman Principal The Long Eaton School Thoresby Road Long Eaton Nottingham Nottinghamshire NG10 3NP

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Eaton School

This letter sets out the findings from the monitoring inspection that took place on 21 October 2025, on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and took place because the school meets the monitoring threshold as set out in the Monitoring Inspection Handbook .

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Eaton School

The purpose of a monitoring inspection is not to grade the school’s key and (where applicable) provision judgements, but to identify and report on the school’s progress. It is to highlight to the school and parents any improvements that school leaders have made since the school’s previous graded inspection.

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Eaton School

During the inspection, I and the team inspector discussed with you and other senior leaders, the chief executive officer (CEO) of the trust, other staff and trustees the actions that have been taken to improve the school since the most recent graded inspection. We discussed the ongoing impact of the COVID-19 pandemic. We also carried out lesson visits, meetings with staff and pupils and a work scrutiny. I have considered all this in coming to my judgement.

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Leaders have made progress to improve the school, but some aspects of the

The school should take further action to:

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Leaders have made progress to improve the school, but some aspects of the

 Ensure that staff identify pupils’ starting points accurately and adapt teaching to meet their needs.

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Main findings

Since the previous inspection, the school has appointed leaders to a number of positions. This includes some middle and senior leaders. You have also been supported by trust leaders and an interim executive board. Through well-considered support and guidance, there has been a clear drive to improve the quality of education and pupils’ experiences across the school. Since the previous inspection, a clear sense of community has been fostered. This is a view that has been shared by staff, pupils and parents. One pupil echoed the views of many when they stated, ‘This school is a big family; staff and pupils all look out for each other.’ There is a consensus among pupils and staff that the school is a calm, caring and welcoming environment.

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Main findings

At the previous inspection, it was reported that staff did not consistently apply the behaviour system. Leaders have ensured that staff have received the guidance and support that they need to ensure that the system is followed by all. Staff and pupils agree that behaviour has been transformed at the school. Classrooms are calm, and pupils benefit from the positive relationships that exist between staff and pupils. Older pupils talk about the improvements they have experienced in relation to behaviour. Pupils feel safe in school and know who they can talk to if they have any worries or concerns. The number of suspensions has decreased, and pupils generally live up to the high expectations that staff have for them.

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Main findings

The school has placed significant emphasis on staff development and ensuring consistency in the teaching of the curriculum. Staff value the professional development opportunities that they receive and talk positively about the impact of recent coaching sessions. At the previous inspection, there was some inconsistency in the way teachers checked pupils’ understanding. There has been some positive work undertaken in this area. In the lessons visited, teachers demonstrated secure subject knowledge and used retrieval activities to help pupils recall their learning. You have introduced a clear structure to lessons which ensures that teachers are revisiting prior learning to help pupils know and remember more over time. Leaders have rightly identified that there is still work to do in this area in ensuring that lessons are adapted to meet the needs of all pupils. This includes the consistent use of strategies to support pupils with special

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Main findings

educational needs and/or disabilities and challenging prior higher attaining pupils to develop their learning further. Furthermore, some teachers do not routinely address misconceptions, which means that some pupils make repeated mistakes.

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Main findings

The school has recognised that some pupils require additional support with their reading. Those pupils who need extra help benefit from support which is tailored to their needs. This includes support for pupils who have not yet secured the basic phonics knowledge or reading fluency that they need. Pupils have regular opportunities to access a range of texts, and the well-stocked library supports pupils in developing their love of reading.

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Main findings

Pupils at the school now benefit from a well-considered personal development programme. At the time of the previous inspection, it was noted that pupils had gaps in their understanding of fundamental British values and equality. This is no longer the case. Due to the detailed personal development curriculum in place, pupils now understand British values and equality and know how these reflect life in modern Britain.

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Main findings

The trust provides a range of effective support. The school has worked closely with the trust and the interim executive board to develop effective quality assurance procedures to support and improve the school further. Leaders have an accurate understanding of the school’s progress and what still needs to be developed. The school has suitable plans in place to bring about the necessary improvements.

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Main findings

I am copying this letter to the chair of the executive board, and the CEO of the Archway Learning trust, the Department for Education’s regional director and the director of children’s services for Derbyshire. This letter will be published on the Ofsted reports website.

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