Newton Longville Church of England Primary School

School

Address: School Drive, Newton Longville, Buckinghamshire, MK17 0BZ Unique reference number (URN): 110440

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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.

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How we evaluate safeguarding

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

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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.

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Early years Strong standard

Children flourish in the early years and quickly develop the confidence, independence and knowledge they need for future learning. They settle quickly into a welcoming environment where they feel safe, happy and ready to learn. Staff build warm relationships with children and know them well. Clear routines help children become confident, independent learners. Children enjoy a wide range of activities that support their development across all areas of learning extremely well.

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Early years Strong standard

Children behave very well and engage enthusiastically in learning and play. They listen carefully, follow routines and maintain their focus during activities. Staff guide children effectively and help them build the knowledge and skills they need. Children develop secure early reading, writing and mathematical knowledge. They learn phonics successfully, gain confidence in forming letters and strengthen their pencil control. In mathematics, they build secure number knowledge and develop fluency with number very well.

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Early years Strong standard

Staff understand children's starting points and use this knowledge to shape learning. They identify what children need to learn next and provide support that helps them succeed. Adults adapt activities carefully and ensure that children who need additional help take a full part in learning. This helps children stay engaged, deepen their understanding and grow in confidence. Leaders ensure that the curriculum meets children's needs and provides opportunities for them to learn and develop well. As a result, children are well prepared for Year 1.

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Achievement Expected standard

Pupils typically achieve well across the curriculum and develop the knowledge they need for the next stage of their education. Leaders place a focus on securing strong foundations in reading, mathematics and the wider curriculum. This helps pupils build successfully on previous learning and apply what they know with increasing confidence.

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Achievement Expected standard

Pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, typically make suitable progress from their starting points. Staff identify pupils who need additional support promptly and typically help them access learning successfully. As a result, most pupils develop the knowledge and understanding set out in the curriculum.

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Achievement Expected standard

Pupils demonstrate secure learning across a range of subjects and use subject-specific vocabulary with growing confidence. They increasingly make connections between new learning and what they have learned previously. However, expectations for handwriting and the accurate application of writing skills are not implemented consistently across subjects. As a result, a small number of pupils continue to repeat errors over time. Children in the early years achieve well from their starting points and are well prepared for Year 1.

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Attendance and behaviour Expected standard

Leaders understand the importance of improving attendance and have secured overall attendance rates that are in line with the national average. They have established effective systems to support families and follow up attendance concerns rigorously, including when absences relate to term-time holidays. Staff work closely with pupils and their families to identify and address barriers to regular attendance. Nevertheless, attendance does not yet reflect leaders' ambitions for all pupils. Although leaders have taken appropriate action, the proportion of pupils with special educational needs and/or disabilities who attend regularly is not increasing quickly enough to reduce gaps in attendance.

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Attendance and behaviour Expected standard

Pupils behave well and contribute to a calm, orderly and supportive environment where learning happens without disruption. Leaders promote a culture of respect through consistent expectations and positive relationships between staff and pupils. Staff know pupils well and provide effective support that helps them manage their behaviour and emotions successfully. Regular praise, recognition and encouragement reinforce positive choices, and pupils respond positively to these approaches. As a result, pupils follow routines consistently, show consideration for others and approach their learning positively. Most pupils sustain their attention well during lessons, although a small number occasionally lose focus. Serious incidents of misbehaviour are rare, and leaders maintain the calm and orderly atmosphere evident throughout the school day.

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Curriculum and teaching Expected standard

Leaders place a clear emphasis on high-quality teaching. They have designed an ambitious curriculum that identifies the important knowledge and skills pupils need to learn in each subject. Learning is sequenced carefully so that pupils build knowledge over time. Subject leaders understand their areas well and contribute positively to curriculum development. As a result, teachers understand what pupils should learn and when they should learn it.

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Curriculum and teaching Expected standard

Leaders prioritise secure foundations from the earliest stages of education. This helps pupils develop the knowledge and skills they need for future learning. Reading is prioritised and pupils secure the early reading skills they need to become confident readers. In mathematics, pupils build fluency through regular practice of number facts and key knowledge. Leaders identify pupils who have not secured important foundations and provide timely support. Most pupils develop the foundational knowledge and skills they need to access the wider curriculum successfully. However, inconsistencies remain in the quality of handwriting and the accuracy of number formation for some pupils. Staff do not address these errors consistently enough.

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Curriculum and teaching Expected standard

Teachers present new learning clearly and use questioning to check understanding and extend thinking. Staff select resources carefully and match learning appropriately to pupils' needs. Teachers and support staff know pupils well and make suitable adaptations. This helps pupils, including pupils with special educational needs and/or disabilities, participate successfully in lessons. Teachers usually identify misconceptions accurately. However, they do not address them consistently before pupils move on to new learning. Consequently, some errors remain in pupils' work over time.

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Inclusion Expected standard

Leaders have strengthened the school's approach to inclusion. The special educational needs coordinator has built successfully on existing systems and processes. Staff identify pupils' needs promptly and provide support that meets individual needs. Leaders review support regularly and maintain detailed records. They work closely with families, external agencies and specialist services. As a result, pupils receive the support they need at the right time.

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Inclusion Expected standard

Leaders have created a caring and inclusive culture. Staff know pupils well and help them feel safe, valued and ready to learn. Teachers and support staff understand pupils' needs increasingly well. They use agreed approaches consistently to support pupils' emotional wellbeing and independence. Pupils with special educational needs and/or disabilities typically access learning alongside their peers and participate fully in school life. Thoughtful transition arrangements and tailored support help vulnerable pupils settle quickly and engage positively with learning.

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Inclusion Expected standard

Leaders use pupil premium funding appropriately to reduce barriers to learning and widen opportunities. Additional support, enrichment activities and subsidised clubs help disadvantaged pupils participate in the wider life of the school. Leaders monitor the impact of this support with increasing rigour.

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Leadership and governance Expected standard

Leaders have a clear and accurate understanding of the school. They know the community well and identify the priorities that will make the greatest difference to pupils' experiences and achievement. Leaders focus on continuous improvement and take effective action to strengthen important aspects of the school's work. This includes developing the wider curriculum and improving the teaching of mathematics. They evaluate the impact of their work carefully, understand the school's strengths and recognise the areas where further development is needed.

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Leadership and governance Expected standard

Leaders ensure that professional development supports the school's priorities. Staff benefit from a well-planned programme of training and research-informed professional learning that helps them develop their expertise and strengthen their practice. This support helps staff deliver the curriculum with increasing consistency. Staff value the support they receive and appreciate leaders' careful consideration of workload and wellbeing.

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Leadership and governance Expected standard

Governors fulfil their responsibilities and demonstrate a commitment to the school. They have an understanding of the school's effectiveness and work with leaders to support improvement. Governors gather information from a range of sources, including school performance information, monitoring activities and the views of stakeholders. They use this information to evaluate the impact of leaders' actions and hold leaders to account.

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Leadership and governance Expected standard

Leaders and governors have established positive relationships with the wider school community. Parents speak highly of the school and value the education, care and support that pupils receive. Almost all parents would recommend the school to others. Together, leaders and governors have created a culture that is ambitious for pupils, responsive to the needs of the community and focused on continued improvement.

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Personal development and wellbeing Expected standard

Pupils benefit from a well-planned personal development programme that helps them prepare for life beyond school. Leaders provide learning that develops pupils' understanding of healthy relationships, personal safety and life in modern Britain. Pupils learn about the school's values and understand how these help them to treat others with kindness and respect. They demonstrate these values well in their daily interactions. Pupils learn about fundamental British values through the curriculum and wider experiences. While they understand the principles that these values promote, not all pupils can readily identify them by name.

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Personal development and wellbeing Expected standard

Leaders enrich pupils' experiences through a range of activities beyond the classroom. Pupils enjoy visits to places such as London and local museums. These opportunities help them learn about the wider world and contribute positively to their social and moral development. Leaders also provide opportunities for pupils to learn about different cultures and beliefs. They recognise the importance of continuing to broaden pupils' understanding of the diversity of modern Britain.

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Personal development and wellbeing Expected standard

Pupils take part in a wide range of activities in sport, music and the arts. Opportunities such as performing in Young Voices help pupils develop confidence and discover new interests. Pupils also learn about future careers and begin to make links between their interests, clubs and possible aspirations for the future.

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Personal development and wellbeing Expected standard

Staff provide effective pastoral support and create a caring environment where pupils feel comfortable seeking help. Pupils trust adults and know who to speak to if they have concerns. Leaders ensure that all pupils can take part in the school's personal development programme. They monitor participation and make adjustments where needed so that disadvantaged pupils and pupils with special educational needs and/or disabilities benefit from the opportunities available.

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What it's like to be a pupil at this school

Pupils are proud to attend this caring and inclusive school. They live out the school's vision, 'Whatever you do, work at it with all your heart', through their positive attitudes to learning and the way they treat others. Pupils feel valued and respected. Relationships with staff help them develop a secure sense of belonging. Staff know pupils and their families well and provide the support they need to thrive. Parents appreciate the care, support and education their children receive and value the positive difference the school makes to their lives.

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What it's like to be a pupil at this school

Pupils feel safe in school. They trust adults to listen and help if they have any worries. Bullying and discriminatory behaviour rarely occur. When issues arise, staff deal with them quickly and effectively. This helps pupils feel secure and well cared for. Pupils behave well in lessons and around the school. They are polite, respectful and considerate towards others. They understand the school's expectations and meet them consistently. Pupils focus on their learning and rarely disrupt lessons. They enjoy celebrating their own achievements and those of their peers. Regular thankfulness assemblies recognise positive behaviour and contributions to school life. Pupils take pride in receiving this recognition.

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What it's like to be a pupil at this school

Pupils work hard and typically achieve well across the curriculum. They develop the knowledge and skills they need for future learning. Staff identify pupils' needs accurately and provide effective support. This enables pupils with special educational needs and/or disabilities, disadvantaged pupils and their peers to learn successfully. Most pupils attend regularly and are well prepared for the next stage of education.

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What it's like to be a pupil at this school

Pupils enjoy a range of opportunities beyond the classroom. Educational visits, clubs and leadership roles, including membership of the worship council, help them develop new interests and contribute to the school community. Leaders ensure that all pupils can take part in these experiences and broaden their horizons.

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Next steps

Leaders should ensure that teachers routinely check pupils' understanding, identify misconceptions and adapt teaching effectively so that pupils deepen their learning further. Leaders should embed a consistently applied approach to handwriting so that pupils develop greater fluency, accuracy and presentation across subjects. Leaders should continue to improve attendance for all pupils by identifying and addressing barriers to attendance effectively, particularly for those most at risk of persistent absence, including pupils with special educational needs and/or disabilities.

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About this inspection

The chair of the board of governors in this school is Miss Alex Titley.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

The inspection took place on 15 to 16 September 2026.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with governors, including the chair of governors, the headteacher, senior leaders and staff during the inspection. Inspectors also spoke to a representative of the local authority and spoke with pupils, parents and carers.

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Team inspectors:

Darren Aisthorpe, Ofsted Inspector Martin Dyer, His Majesty's Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 15 September 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

This school is registered as having a Church of England religious character. It is in the Diocese of Oxford. The last section 48 inspection was carried out in November 2024.

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What does this mean?

The school currently uses no alternative provision.

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What does this mean?

Headteacher: Judith Trainor The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 69% 62% Close to average

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average

2023/24 (final) 60% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 79% 75% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (final) 72% 72% Close to average

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average

2023/24 (final) 73% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 76% 74% Close to average

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average

2023/24 (final) 77% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2022/23 (final) 33% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2022/23 (final) 50% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2022/23 (final) 50% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 4.7% 5.2% Close to average

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national average

2023/24 (3 term) 5.6% 5.5% Close to average

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national average

2022/23 (3 term) 6.3% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 9.7% 13.0% Close to average

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national average

2023/24 (3 term) 12.2% 14.6% Close to average

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national average

2022/23 (3 term) 15.6% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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