Schools & FE · Report card

Longford Park Primary School

Inspected 13 Jan 2026 · URN 141951

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Summary

No overall grade in this frameworkSafeguarding met

Stuart Bevan (lead), Clare Morgan, Ian Elkington

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Strong standard
Inclusion verified
Strong standard
Leadership and governance verified
Strong standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
13 Jan 2026
Inspectors verified
Clare Morgan, Ian Elkington, Stuart Bevan
Postcode verified
OX15 4FU
Name on report verified
Longford Park Primary School
Safeguarding verified
Met
URN verified
141951

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingExpected
Early yearsStrong
InclusionStrong
Leadership and governanceStrong
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+87Very positivemore positive than 83% of reports of this type

In line with other reports of this type.

Praiseconsistentlyhighly effectiveeffectivelyeffectiveambitiousvery wellpositivelyextremely

Criticismconcernsweaknessespersistent absencedeclinegapsnot confidentsuspensions

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1661w+87
Leadership238w+89
Safeguarding51w−11
What needs to improve91w+33

Strengths

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Concerns

Quoted from the report. Tap to see it on the page.

Leaders have taken appropriate action to address weaknesses in handwriting. p.4

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance38
“Leaders set high expectations that staff apply consistently.” p.2
Curriculum21
“Leaders have designed an ambitious, well-sequenced curriculum.” p.2
Behaviour10
“Bullying is extremely rare, but if it occurs leaders take swift action so that incidents are not repeated.” p.6
Teaching & assessment8
“They prioritise high-quality interactions that build children’s language and vocabulary.” p.2
Progress & outcomes8
“Most pupils progress well through the curriculum and achieve well.” p.5
Reading & phonics7
“Phonics is taught consistently well, enabling most children in Reception to secure early reading fluency.” p.2
Personal development7
“Leaders ensure that the personal development programme is carefully planned and well suited to the school’s context.” p.4
SEND & inclusion6
“Leaders place inclusion at the heart of the school’s work and are rightly proud of this aspect of the school's work.” p.3

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 2,038; about usual (typical 1698)
Reading level: Hard; Flesch 40, typical 43
Average sentence: 15 words
Next steps: 3; typical 3
Hedged sentences: 8%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 8%Safeguarding 2%What needs to improve 3%About the inspection 33%

Full report text

Longford Park Primary School

Address: Longford Park Road, Bodicote, Longford Park, Banbury, Banbury, Oxfordshire, OX15 4FU Unique reference number (URN): 141951

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Attendance and behaviour Strong standard

Leaders have established a highly positive culture in which pupils attend regularly and behave well. Attendance is consistently above national figures for all pupils and groups. Leaders analyse attendance information carefully, identify barriers and take swift, well- targeted action. Highly effective relationships with families, clear communication and rigorous systems ensure that rates of attendance continue to increase and persistent absence continues to decline.

p.2

Attendance and behaviour Strong standard

Behaviour across the school is calm and respectful. Leaders set high expectations that staff apply consistently. Routines are well embedded and relationships between staff and pupils are warm and trusting. Pupils' behaviour is a credit to themselves and the school. They display very positive attitudes to learning. As a result, learning time is highly valued and not interrupted. Pupils are kind and play positively together. Bullying is very rare and pupils are confident that adults act quickly and effectively if concerns do arise.

p.2

Attendance and behaviour Strong standard

Staff adapt approaches for pupils with special educational needs and/or disabilities, ensuring that appropriate adjustments and targeted interventions enable pupils to access learning and interact well with their peers. Leaders check behaviour closely. They continually refine support for pupils where needed. Particularly productive partnership work with external agencies helps to inform this work. Sanctions, including suspensions, are used proportionately and in pupils’ best interests.

p.2

Early years Strong standard

Children get off to a flying start in the early years. Leaders have designed an ambitious, well-sequenced curriculum. They have identified the most important knowledge and skills that children need for later learning. Effective partnerships with parents and carers ensures that any barriers to learning are identified from the start. Staff understand children’s starting points extremely well. They adeptly adjust and adapt the provision. For example, additional targeted support for communication and language, fine and gross motor development further support children’s physical development and their emerging reading and writing skills.

p.2

Early years Strong standard

Appropriate care practices are in place. Children feel safe, happy and increasingly independent. Staff make consistently effective choices about what and how to teach, ensuring children remain engaged. They prioritise high-quality interactions that build children’s language and vocabulary. Children in the Nursery Year, including those in the provision for two-year-olds, experience daily story time, songs and rhymes. This helps children to develop familiarity with texts and a love of reading. Phonics is taught consistently well, enabling most children in Reception to secure early reading fluency. Children develop secure early mathematical understanding through carefully structured teaching and purposeful play. They are provided with frequent opportunities to rehearse and practise their learning across the curriculum. As a result, children make significant progress across all areas of learning. By the end of Reception, most children achieve the expected level of

p.2

Early years Strong standard

development and are very well prepared for Year 1.

p.2

Inclusion Strong standard

Leaders place inclusion at the heart of the school’s work and are rightly proud of this aspect of the school's work. There is a relentless commitment by leaders to enhance the experiences and opportunities provided to all pupils. Staff ensure that any barriers that pupils face do not prevent them from participating fully in school life.

p.3

Inclusion Strong standard

Leaders ensure that staff receive high-quality training, so that strategies are delivered consistently well. Staff draw on well-developed expertise to understand the barriers pupils may face, including those who are disadvantaged, those with special educational needs and/or disabilities and those known, or previously known, to children’s social care. Leaders’ robust and systematic oversight ensures pupils’ needs are met promptly and that support evolves as pupils become more independent.

p.3

Inclusion Strong standard

Early identification begins from when children join the school. Pupils’ needs are identified quickly and accurately, so that the necessary support and adjustments are put in place swiftly. From the early years, staff work closely with parents, carers and other professionals to help pupils to access learning successfully and to plan their next steps. Leaders value these highly productive partnerships as they know that they help pupils succeed.

p.3

Inclusion Strong standard

Additional funding is used intelligently to extend pupils’ access to learning, including through the school’s specially resourced provision, ‘Warnock’. As a result, pupils can access the curriculum alongside their peers.

p.3

Leadership and governance Strong standard

Leaders provide an established and ambitious strategic direction for the school. They know the school very well and have accurately identified the right priorities for improvement. Leaders act decisively to secure rapid improvement to achieve their exceedingly high aspirations for pupils at the school. They model high professional standards and act consistently in the best interests of each individual pupil.

p.3

Leadership and governance Strong standard

Leaders ensure that curriculum and teaching, as well as wider provision, continue to improve through a well ‑ designed programme of professional learning. Staff, including early career teachers, benefit from high ‑ quality training that builds their expertise. Leaders allocate time and resources effectively so staff can collaborate, refine practice and flourish. Staff feel valued, supported and trusted. Leaders pay careful attention to workload and wellbeing.

p.3

Leadership and governance Strong standard

Governors and trustees are very knowledgeable and passionate about the school. They understand their statutory duties and fulfil these rigorously. Effective use of the scheme of delegation and clear lines of accountability ensure that resources are managed and used carefully. Through robust challenge, governors and trustees assure themselves of the quality and impact of leaders’ work, including the provision for those pupils who have barriers to their learning or wellbeing.

p.3

Leadership and governance Strong standard

The school benefits from highly effective collaboration within the trust and local cluster of schools. Leaders draw on this expertise to further strengthen the school's offer to its pupils. Leaders also contribute to improvement beyond their own school. This approach ensures a

p.3

Expected standard

culture of high expectations, continual improvement and positive relationships across the school community.

p.4

Achievement Expected standard

Most pupils achieve well. In reading, most pupils consistently reach the expected phonics standard. Those who do not catch up quickly through daily practice and well-structured intervention. By the end of key stage 1, most pupils read accurately and are ready to access the curriculum in key stage 2.

p.4

Achievement Expected standard

Leaders maintain a strong focus on foundational skills and early intervention as pupils move through the school. As a result, most pupils progress well and achieve highly, including in the multiplication tables check. Disadvantaged pupils are supported to close gaps in their learning quickly. While pupils typically achieve in line with national outcomes at the end of key stage 2, leaders are determined that more pupils exceed these standards. Leaders have taken appropriate action to address weaknesses in handwriting. This is beginning to improve the quality of work produced. Pupils typically recall prior learning well, although in some wider curriculum subjects they are less confident retrieving key knowledge.

p.4

Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of curriculum and teaching across the school. They use this insight to deploy staff effectively, identify priorities and take timely action, where improvements are needed. The curriculum is ambitious in breadth and depth. It is suitably planned for each subject and year group and logically ordered to help pupils to build on their previous learning. Staff make adaptations to lesson activities so pupils with additional needs can be successful. Leaders ensure that pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, gain the knowledge they need for future learning.

p.4

Curriculum and teaching Expected standard

Overall, teachers have secure subject knowledge and present information clearly in lessons. They receive ongoing support to further develop their delivery of the curriculum. Teachers use assessment well to check understanding and address misconceptions. They generally choose appropriate resources, activities and questions that build on pupils' knowledge and prior learning. Leaders focus on providing pupils with a secure foundation in reading, writing, speaking and mathematics. Early reading is taught consistently well. Staff support pupils effectively to learn the key skills that they need. Leaders have recently introduced new handwriting expectations to support pupils to write with more accuracy and fluency across the curriculum.

p.4