Longfields Primary and Nursery School
Headteacher: Mr Paul Hill
reveal email address
School holidays for Longfields Primary and Nursery School via Oxfordshire council
245 pupils capacity: 127% full
150 boys 48%
160 girls 51%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 458794, Northing: 222853
- GPS coordinates
- Latitude: 51.901, Longitude: -1.1469
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 13, 2012
- Region › Const. › Ward
- South East › Banbury › Bicester Town
- Urban > 10k - less sparse
- Free school meals %
- Longfields Nursery School OX266QL
- 0.5 miles Bicester & Kidlington PRU OX262NR
- 0.5 miles Brookside Primary School OX262DB (283 pupils)
- 0.5 miles St Edburg's Church of England (VA) School OX266BB (167 pupils)
- 0.5 miles St Mary's Catholic Primary School, Bicester OX262NX (263 pupils)
- 0.5 miles The Cooper School OX264RS (1267 pupils)
- 0.5 miles The Cooper School OX264RS
- 0.6 miles Glory Farm Primary School OX264YJ (409 pupils)
- 0.6 miles Bicester Community College OX262NS (887 pupils)
- 0.6 miles Glory Farm Nursery School OX264YJ
- 0.6 miles Glory Farm Primary School OX264YJ
- 0.7 miles Bardwell School OX264RZ (53 pupils)
- 0.7 miles Bure Park Primary School OX263BP (515 pupils)
- 0.8 miles Southwold County Primary School OX263UU (352 pupils)
- 0.8 miles Langford Village Community School OX266SX (533 pupils)
- 1.1 mile King's Meadow Primary School OX262LU (387 pupils)
- 1.1 mile Launton Church of England Primary School OX265DP (120 pupils)
- 1.9 mile Chesterton Church of England Voluntary Aided Primary School OX261UN (128 pupils)
- 1.9 mile Bruern Abbey School OX261UY (103 pupils)
- 1.9 mile Audley House Preparatory School OX261UZ
- 2.3 miles Five Acres Primary School OX252SN (342 pupils)
- 2.4 miles Five Acres Foundation Stage School OX252LN
- 3.8 miles Marsh Gibbon CofE Infant School OX270HJ (105 pupils)
- 3.8 miles Fringford Church of England Primary School OX278DY (96 pupils)
Ofsted report transcript
Longfields Primary and
Longfields, Bicester, 0X26 6QL
|Inspection dates||13–14 November 2012|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils achieve well and make good progress |
Teachers have high expectations, which are
Skilled teaching assistants make a good
Pupils feel safe, behave well and thoroughly
across the school.
achieved. They plan well to provide good
challenge to pupils in lessons.
contribution to pupils’ learning, especially for
disabled pupils and those with special
enjoy school. They enjoy taking responsibility
in lessons and are willing to try out new
things without fear of making mistakes.
| The lively and engaging curriculum makes |
Good leadership has resulted in rapid
Leaders at all levels, including the governing
Senior leaders have a good track record for
learning exciting and motivates pupils to do
improvement over the last two years.
body, have improved the school rapidly
because they are knowledgeable about
priorities for development and are not willing
to accept second best.
developing teaching through their careful
monitoring and support.
| Although pupils’ progress in writing is |
improving it is not yet as good as that in
reading and mathematics. This is because
phonics (letters and the sounds they make)
are not taught systematically enough in the
Early Years Foundation Stage and Key Stage
| The school has a wealth of data but the |
headteacher takes too much responsibility for
analysing this, limiting the involvement of
teachers in checking that their pupils are all
doing well enough over time.
Information about this inspection
- Inspectors observed teaching in all classes. They visited 25 lessons of which two were joint
observations with the headteacher.
- They held meetings with leaders and managers, staff, pupils, members of the governing body
and a representative from the local authority.
- Inspectors met informally with parents and carers at the beginning and end of the school day
and took account of the 40 responses to Parent View, the Ofsted online survey.
- They observed the school’s work and looked at a number of documents, including the school’s
own assessment data, the self-evaluation summary, planning and monitoring documents, the
raising attainment plan, records relating to behaviour and attendance, and safeguarding
- The inspectors analysed 28 questionnaires from staff.
|Gay Whent, Lead inspector||Additional inspector|
|Mike Capper||Additional inspector|
|Alison Lamputt||Additional inspector|
Information about this school
- This is an average sized primary school.
- Children in the Early Years Foundation Stage are taught in two Reception classes and part time
in the Nursery.
- The proportion of disabled pupils and those with special educational needs who are supported at
school action is broadly average. The proportion supported at school action plus or with a
statement of special educational needs is above average. All pupils are educated on the school
site rather than at any alternative provision.
- The proportion of pupils who are learning English as an additional language is below average but
increasing. Most of these pupils speak Portuguese as their home language.
- The proportion of pupils known to be eligible for extra government funding through the pupil
premium is broadly average.
- The school meets the government’s current floor standards, which set the minimum
expectations for pupils’ attainment and progress.
What does the school need to do to improve further?
- Ensure that progress in writing is consistently good across the school by:
providing training for staff in the teaching of phonics
ensuring that phonics are taught systematically across the Early Years Foundation Stage and
Key Stage 1.
- Ensure that the headteacher shares responsibility more widely for checking pupils’ progress and
analysing test results so that teachers are more knowledgeable about how well their pupils are
achieving over time, and can adapt their planning to meet pupils’ needs even more accurately.
|The achievement of pupils||is good|
- When pupils start school in the Nursery a significant number are working at lower than expected
levels for their age. From these starting points, pupils achieve well and make good progress
across the school.
- Since the last inspection there has been a successful focus on ensuring that all pupils make good
progress. As a result, pupils’ attainment is rising and it is now broadly average by the end of
- In the Nursery and in the Reception Year, children settle quickly and the focus on supporting
their personal, social and emotional development is very effective. Children show good
independence in lessons, for example when exploring how a ball rolls down guttering or when
matching words to pictures on a computer.
- There are no significant differences between the progress made by different groups. Disabled
pupils and those who have special educational needs make good progress. This is because work
is carefully matched to their needs and they are well supported both in and out of lessons.
Pupils with English as an additional language achieve well because teachers are conscientious
about ensuring that they understand new vocabulary as soon as it is introduced.
- Pupils eligible for the pupil premium make good progress as their needs are identified accurately
and effective strategies are put into place to aid their learning. For example, the use of the pupil
premium to pay for additional staff and to ensure that pupils are taught in small groups for
literacy and numeracy lessons is successfully closing the gap between their attainment and that
of other pupils.
- Across the school, pupils are encouraged to develop good communication and literacy skills.
They are encouraged to read widely and they do so confidently. Pupils are articulate and speak
confidently to adults as well as to each other.
- Pupils’ writing skills are improving but progress is not as consistently good as in reading and
mathematics. This is because phonics are not taught systematically enough in the Early Years
Foundation Stage and Key Stage 1 and teachers do not give pupils enough opportunities to
apply their knowledge of letters and sounds by writing in phonics lessons.
|The quality of teaching||is good|
- The majority of teaching is good or better across the school and is a key factor in the good
progress made by pupils.
- In the Early Years Foundation Stage, adults work together closely to plan work that promotes
early reading and numeracy skills effectively.
- Adults teach small groups well, ensuring that skills improve quickly, and they encourage children
to explore their own ideas, especially when working outside. Role-play is used well to develop
early speaking skills. For example, when working in the ‘fire station’ children explored language
such as ‘larger’ and ‘smaller’.
- The teaching of literacy and numeracy is good across the school, but there is some variation in
how well writing skills are taught. The best progress is made in Key Stage 2 because pupils are
given clear guidance about how to improve and writing is made exciting. For example, Year 6
pupils speak with great enthusiasm about a recent writing project which built on their discovery
of a ‘crime’ in the school hall. From this starting point, pupils wrote notes, reports and stories to
help them solve the ‘crime’.
- In the Early Years Foundation Stage and Key Stage 1, not all adults are confident about teaching
phonics. This means that the teaching of phonics is not systematic enough and consequently
writing activities do not always build well enough on pupils’ different starting points.
- In Key Stages 1 and 2, teachers have high expectations for pupils’ behaviour in lessons and this
ensures that there is a calm and purposeful atmosphere as they work. Resources, including
laptops, are used well to bring subjects alive and to reinforce learning. For example, pupils
learnt quickly in a numeracy lesson about addition because skills were broken into small steps
on the interactive whiteboard.
- Teachers have high expectations of what pupils should achieve. For example in one lesson for
Years 5 and 6, pupils were challenged to work out the areas of the classrooms in the school
from a map. This helped them to apply their reasoning skills and there was good challenge for
the most able as they were encouraged to explain the strategies they were using.
- Across the school, teachers expect pupils to think for themselves. Teachers make learning fun
and encourage pupils to work without fear of failure. Consequently, pupils are aware that
making mistakes is an important part of learning.
- Disabled pupils and those with special educational needs are taught well. Their lessons are
focused on the right priorities in literacy and numeracy and support learning well. Teaching
assistants are skilled and play a full part in lessons often taking responsibility for the learning of
groups of pupils with special educational needs.
- Teachers use assessment well to establish what pupils have learnt. They set targets for pupils so
that they are able to improve their work. Teachers mark books regularly, although the use of
written comments to help pupils understand the next steps in their learning is stronger in
English than mathematics.
|The behaviour and safety of pupils||are good|
- Pupils behave well in their lessons and are enthusiastic learners. They say that typical behaviour
in the school is good. Good relationships are at the heart of this good behaviour and pupils are
keen to do well in their work. Parents and carers, staff and governors also agree that behaviour
- Pupils behave sensibly when moving around school and at playtimes, although play is
occasionally over boisterous at break times due to the lack of space on the playground.
- Pupils feel safe. There are very few recorded incidents of bullying. Pupils confirm this and say
that bullying is rare and that on the rare occasions when it does occur it is dealt with quickly. As
one pupil commented, ‘If we have a problem we try to sort it out for ourselves, but if we can’t
an adult is always there to help us.’
- Pupils know that there are different types of bullying. For example, they talk knowledgeably
about cyber-bullying and how to avoid it. Pupils enjoy school which is reflected in their
attendance which is above average. A well-attended breakfast club is greatly enjoyed by pupils
and has helped to improve punctuality.
- Pupils keenly take responsibility through activities such as the eco- and school councils. House
captains are extremely proud of their roles and carry out their responsibilities very sensibly.
|The leadership and management||are good|
- The headteacher provides strong leadership and has created a strong team of teachers. They
support him very well indeed and are enthusiastic in their desire to continue the rapid pace of
improvement. Key development points from the last inspection have been tackled well and the
school continues to move forward quickly. The local authority has supported the school well
since the previous inspection. There is no complacency and staff share the headteacher’s
commitment to build on recent successes that have seen the school improve significantly since
the previous inspection.
- The school’s self-evaluation is accurate. The headteacher is clear about the successes of the
school but also knows what still needs to be improved. Development planning focuses accurately
on priorities for improvement, which are shared and understood by all the staff.
- A key aspect of leadership and management that has been very effective in improving pupils’
achievement has been the thorough process of developing and improving teaching. Procedures
for checking teaching and setting targets for improvement have been a key factor. Teachers
know that their work is monitored closely and they feel that they are supported well by the
process. Leaders have established a clear link between the performance of teachers and the
awarding of pay rises. Opportunities for training are well matched to teachers’ needs. For
example, the school has identified as a priority the need to provide more training for staff on the
teaching of phonics.
- The school has a wealth of data to check pupils’ progress. These are used well by the
headteacher to identify any groups who may not be doing well enough, but he takes on too
much responsibility for doing this. While he has begun to share data with some staff, this is not
extensive enough to enable all staff to have a full awareness of how well their pupils are
- Leaders focus sharply on ensuring that all pupils fulfil their potential and have equal opportunity
and that there is no discrimination. The pupil premium is used well to close the gap for eligible
pupils. It has been used in a variety of ways to improve the learning of eligible pupils. For
example, one-to-one tuition has had a good effect on pupils’ literacy and numeracy skills, and
the funding of residential visits helps to improve their confidence.
- Although the teaching of phonics requires improvement, the curriculum is rich and vibrant and it
supports pupils’ spiritual, moral, social and cultural development well. There are many
opportunities for pupils to go on visits which support and enhance good learning throughout the
- Safeguarding arrangements are thorough and meet statutory requirements.
- The governance of the school:
Governors are well trained and provide good challenge to leaders. They work well with
the headteacher to ensure that the school’s budget, in particular pupil premium
funding, is used to good effect and there is a sharp focus on ensuring that spending is
used to benefit pupils’ learning. Governors regularly visit the school and this means
that they are knowledgeable about the quality of teaching and about the school’s
performance in comparison with others. They monitor performance management well
and ensure that it is used to recognise and reward good teaching.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||123008|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||299|
|Appropriate authority||The governing body|
|Date of previous school inspection||25 January 2010|
|Telephone number||01869 252386|
|Fax number||01869 324814|