Longton Lane Community Primary School
Headteacher: Mrs Kathryn Maggs Bed Npqh
School holidays for Longton Lane Community Primary School via St. Helens council
297 pupils capacity: 59% full
80 boys 46%
95 girls 55%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 348702, Northing: 392037
- GPS coordinates
- Latitude: 53.423, Longitude: -2.7734
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- March 19, 2013
- Region › Const. › Ward
- North West › St. Helens South and Whiston › Rainhill
- Urban > 10k - less sparse
- Special classes
- Has Special Classes
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.6 miles Higher Side Community Comprehensive School L352XG
- 0.6 miles St Edmund Arrowsmith Catholic High School, A Specialist Technology College L357JD
- 0.6 miles St Ann's Church of England Primary School L350LQ (418 pupils)
- 0.6 miles St Edmund Arrowsmith Catholic Centre for Learning (VA) L352XG (1033 pupils)
- 0.8 miles St Luke's Catholic Primary School L355AT (228 pupils)
- 0.8 miles St Luke's RC Infants' School L355AT
- 0.8 miles Rainhill Park Primary School L354NW
- 0.8 miles Rainhill Community Nursery L354NW (80 pupils)
- 0.9 miles Prescot Primary School L342TA (449 pupils)
- 0.9 miles Nutgrove Methodist Aided Primary School WA95NH (211 pupils)
- 1 mile Whiston Willis Community Primary School L352XY (292 pupils)
- 1 mile Oakdene Primary School L350QQ (209 pupils)
- 1 mile Eccleston Lane Ends Primary School L342QN (246 pupils)
- 1 mile St Matthew's CofE Primary School WA95PA
- 1 mile St Austin's Catholic Primary School WA95NJ (241 pupils)
- 1 mile St Austin's RC Infant School WA95NJ
- 1.1 mile Evelyn Community Primary School L342SP (274 pupils)
- 1.1 mile St John Vianney Catholic Primary School WA95BT (207 pupils)
- 1.1 mile Rainhill High School L356NY (1488 pupils)
- 1.1 mile Broadway Community High School WA103RY
- 1.1 mile Grange Park Community High School WA103RY
- 1.2 mile Halsnead Community Primary School L353TX (412 pupils)
- 1.2 mile Southmead Community Primary School L353JY
- 1.2 mile St Mary and St Paul's CofE Primary School L355DN (204 pupils)
Ofsted report transcript
Longton Lane Community
Longton Lane, Rainhill, Prescot, Merseyside, L35 8PB
|Inspection dates||14–15 January 2015|
|Overall effectiveness||This inspection:||Good||2|
|Previous inspection:||Requires improvement||3|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Outstanding||1|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| In a short time the new senior leadership team |
The school has the capacity for further
The progress of pupils is meticulously tracked and
The behaviour of pupils is good. They display very
Pupils feel safe and incidents of bullying are rare.
Teaching is now consistently good throughout the
have made a significant impact. Standards and
the quality of teaching are much improved since
the previous inspection.
improvement especially from when the executive
headteacher takes up the position full-time from
this information is used effectively to provide
positive attitudes towards their learning. They are
proud of their school and talk enthusiastically
about the improvements being made.
| Teachers work effectively together to plan inspiring |
In mathematics, pupils choose the most efficient
Teaching assistants provide strong support both in
Pupils are becoming confident learners and able to
Achievement of current learners is good. Attainment
Early years provision is outstanding. Children make
lessons which capture the imagination of pupils.
methods when calculating and they enjoy using
these skills to solve a wide range of challenging
class and when working with small groups.
work on their own for sustained periods from a
is improving and pupils now make more rapid
rapid progress and are enthusiastic learners in this
| The school’s marking policy is not consistently |
applied throughout the school and it is not always
made clear to pupils what they must do to
| The outstanding practice which exists in some parts |
Subject leaders have not yet started to check the
of the school is not being used sufficiently to
improve the practice of other teachers.
quality of teaching and learning in their subjects.
Information about this inspection
- The inspectors observed teaching and learning in 14 lessons or parts of lessons taught by six teachers. A
joint observation was undertaken with the headteacher.
- The inspectors listened to pupils read and looked extensively at pupils’ exercise books.
- Discussions were held with representatives of the governing body, a representative of the local authority,
senior leaders, middle leaders, other staff, pupils and parents.
- The inspectors looked at the school’s documentation to help them gain an accurate view of its
performance, safeguarding policies, the school development plan, minutes of governing body meetings,
records of behaviour and also displays in classrooms and around the school.
- The inspectors looked at a wide range of information on how the school checks the progress of the
different pupil groups.
- They took into account the 23 responses to the online questionnaire (Parent View).
- The inspectors also considered the 13 questionnaires completed by staff.
|Desmond Stubbs, Lead inspector||Additional Inspector|
|Christine Howard||Additional Inspector|
Information about this school
- This is smaller than the average-sized primary school. Most pupils are of White British heritage and speak
English as their first language.
- The proportion of pupils from minority ethnic groups and those who speak English as an additional
language is very small.
- The proportion of disabled pupils and those with special educational needs is similar to other schools
- The proportion of disadvantaged pupils known to be eligible for the pupil premium is above the national
average. The pupil premium is additional funding for those pupils who are known to be eligible for free
school meals and those children who are looked after by the local authority.
- The school meets the government’s current floor standards, which are the minimum expectations for
pupils’ attainment and progress in English and mathematics at the end of Year 6.
- The school has experienced significant staffing issues in the past year. The headteacher has been an
executive headteacher since January 2014 leading the school part-time and the new senior leadership
team have been in place since September 2014.
What does the school need to do to improve further?
- Improve the quality of teaching and raise standards further by:
consistently applying the school’s marking policy and providing pupils with feedback that makes it clear
how they must improve
sharing the outstanding practice which exists in some parts of the school, especially in early years
developing the role of subject leaders so that they check the quality of teaching and learning in their
|The leadership and management||are good|
- The executive headteacher has been in post for a year and in that time she has brought about a
significant improvement in standards and the quality of teaching. She has quickly identified the strengths
and weakness of the school and compiled a detailed plan to drive improvement forward.
- The senior leadership team, which has only been in place for one term, are already creating a culture
where the highest standards of teaching, learning and behaviour are expected.
- Staff now have much higher expectations of what pupils can achieve and, as a result, attainment has
increased, pupils are better challenged and they find lessons interesting.
- Much of the checking of teaching and learning has been undertaken by the headteacher. This has been
rigorous and the feedback provided to teachers has brought about significant improvements in practice.
Subject leaders have not yet taken responsibility for their subjects and established what teachers need to
do to further improve.
- The Inclusion Manager has an excellent understanding of the progress made by disabled pupils, those
with special educational needs and disadvantaged pupils. She identifies what support is needed and how
effective it is. This leadership makes effective use of the pupil premium funding and this enables all
groups of pupils to achieve well and for the school to provide equality of opportunity.
- The performance of teachers is well managed. The teachers are set precise targets on what pupils are
expected to achieve. There are regular meetings to check the progress pupils are making and staff talk
enthusiastically about the training opportunities they are provided with to improve their practice and help
pupils make more rapid progress. However, there are too few opportunities for teachers to see best
practice in school and thereby improve their own performance.
- The curriculum is well planned to provide pupils with the basic skills they need for the next stage of their
education. Opportunities to apply these basic skills are varied, such as writing extended pieces about a
famous person from South America as part of a topic on the rainforest. During the inspection the whole
school were involved in a literacy topic using the book, ‘
The Tin Forest’
. This not only brought the school
together to share their work but enabled teachers to study the progression of writing through the school.
- The school places a great emphasis on the arts. The choir perform in the local community, pupils are
taught by music specialists, and older pupils enjoyed their visit to the theatre where they took part in a
workshop. The many displays around school show art work of a very high standard.
- There is a rich and varied programme of assemblies. Carefully planned themes ensure that pupils reflect
upon moral issues and develop important social skills. There are many opportunities to develop pupils’
knowledge and understanding of other faiths and cultures. The spiritual, moral, social and cultural
education is very strong throughout the school and helps to tackle discrimination so that pupils are well
prepared for life in modern Britain.
- The primary school sport and physical education funding is used effectively. Pupils are receiving teaching
from specialist coaches, which the teachers observe and learn from. Increasing numbers of pupils are
taking part in after-school clubs and sporting competitions.
- A very small number of parents used the online questionnaire to express their concern about a wide range
of issues. These concerns were not typical of the majority of respondents. Parents who spoke to the
inspectors were much more positive and recognised the hard work of the new headteacher and staff in
bringing about improvement. Inspection evidence would suggest that, whereas parents might previously
have had cause for concern, the school is now improving rapidly.
- Parents receive a half-termly report which updates them on their child’s performance as a learner and
their social and personal development. This ensures that parents are kept well informed about how well
their child is doing throughout the school year.
- The school’s arrangements for safeguarding and child protection meet statutory requirements.
- The local authority has provided effective support to leadership at all levels.
- The governance of the school:
Having experienced much disruption in membership, the governing body, following an external review,
are now working much more effectively.
Each governor is attached to a class, which they visit and experience teaching and learning first hand.
Governors also look at pupils’ exercise books during their meetings. As a result they are becoming well
informed about how well pupils are achieving and the quality of teaching. In addition to this the
headteacher also provides much detailed information.
Governors are knowledgeable about how teachers’ performance is managed and understand how this
links with pay progression.
The governors are well trained and they go about their work with much enthusiasm. They challenge
senior leaders and are passionate about doing the best for the pupils of Longton Lane.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. During the inspection the behaviour observed both in class and on the
playground was exemplary. Pupils did tell the inspector, however, that there are a very small number of
pupils who do occasionally disrupt learning.
- The behaviour records kept by the school show that when incidents do occur, they are recorded carefully
and the action taken is timely and effective. Pupils are encouraged to reflect upon their behaviour.
- Pupils move sensibly around school, they show respect to adults and one another. Behaviour in the lunch
hall is also good. Arrangements for playtimes and lunchtimes are checked by senior leaders and they
regularly review how things can be improved.
- Pupils’ attitudes towards their learning are very positive. They listen carefully to the teacher, develop their
understanding more deeply in their discussions with their partner as well as work sensibly on their own for
- Pupils take a pride in the way they present much of their work, although there are a small number of
examples where handwriting is untidy.
- The school’s work to keep pupils safe and secure is good. Pupils told the inspectors they feel safe and that
adults ‘care for us’. Incidents of bullying are rare.
- Pupils have lots of opportunities to undertake responsibilities. Older pupils are playground ‘friends’ for
younger children. This helps to ensure that playtimes are fun and adds to the warm and friendly ethos of
- The curriculum provides many opportunities for pupils to consider how to stay safe in different situations.
Pupils’ knowledge of how to stay safe when using the computer is particularly good as a result of a
carefully planned whole-school topic.
- A carefully designed policy for when visitors come to school gives clear guidelines and ensures that pupils
are not put at risk.
- Attendance is presently above average and is much improved from the same time last year as a result of
the hard work of the welfare officer who rigorously follows up absences. Different strategies are used for
encouraging and rewarding good attendance. Pupils are generally punctual.
|The quality of teaching||is good|
- The quality of teaching has much improved since the previous inspection. It is now consistently good with
some examples of outstanding practice in the early years and upper Key Stage 2. This has enabled current
pupils to make more rapid progress and achieve well.
- The classrooms and public areas have been transformed in the past year. Pupils are very aware of the
improvements being made and they feel proud of their school. Displays in the public areas celebrate the
achievements of pupils and high-quality work. Inside the classrooms, displays support pupils with their
learning and this has led to them being much less reliant upon adults and being able to work more on
- Teachers plan exciting lessons which inspire pupils. Pupils of all abilities are well challenged. One pupil told
the inspector enthusiastically that, ‘There is always something more to do!’
- Teachers provide pupils with interesting activities which encourage pupils to think deeply. They frequently
ask pupils to consider how they can improve the quality of their work. This was particularly evident in a
Year 5 English lesson where the teacher was constantly expecting more of the pupils and encouraging
them to include more complex features in their writing.
- Pupils have frequent opportunities to discuss their learning in all subjects. They are keen to share their
ideas with one another and this leads to pupils becoming more confident learners. Pupils of all ages are
subsequently able to work on their own for sustained periods.
- Pupils clearly enjoy reading. Since the previous inspection the school has completely reorganised the
teaching of reading and it is now much more effective. During reading lessons, pupils are engaged in a
wide range of relevant and interesting activities. Teachers are now beginning to discuss the text with
pupils. For example in Year 2, the teacher discussed the author’s use of language in the story and this
helped the pupils’ awareness better.
- The English subject leader has introduced the use of texts for teaching writing, punctuation and grammar.
This has been very successful. Pupils enjoy the different stories that teachers use to develop pupils’
writing. They talk enthusiastically about the books. One pupil told the inspector that they, ‘really enjoy this
way of working’ and progress is now more rapid.
- Pupils at Longton Lane are problem solvers! Mathematics is very well taught. Pupils have lots of
opportunities to discuss mathematics and refine the correct use of mathematical language. There was
much evidence of pupils choosing the most effective method when calculating. In Year 4 pupils worked
out the perimeter of a regular pentagon by using multiplication rather than addition and this meant pupils
were much faster in reaching the solution.
- Teaching assistants provide much high-quality support both in class and when teaching small groups out
of class. This enables many pupils to work at the same level as their peers and reach a higher standard of
work. In Year 6 the teaching assistant worked with the most able pupils. She skilfully supported them in a
most challenging task and had a clear understanding of what the pupils needed to do to reach the higher
- While there are many examples of effective marking, the school policy is not being applied consistently
across the school. Occasionally, the feedback provided by the teacher does not make it clear enough how
the pupil can improve.
|The achievement of pupils||is good|
- Achievement is now good. The attainment of pupils currently on roll is broadly in line with national
expectations and many pupils are working above this. The progress during the autumn term was rapid
and this is continuing.
- Pupils’ attainment in the Year 1 screening check to assess understanding and use of phonics (letters and
the sounds they make) is much improved from the previous year and is now similar to other schools
nationally. This is a result of carefully planned interventions in Key Stage 1 ensuring pupils are supported
and challenged in their spelling strategies.
- Pupils in Key Stage 1 make good progress from their different starting points. By the end of Year 2 in
2014, standards were generally similar to other schools nationally but the proportion reaching the higher
levels in reading and writing was below average. Although progress in Key Stage 1 is now good it is less
rapid than in Key Stage 2.
- In 2014, the proportion of Year 6 pupils making the expected progress in all subjects was generally in line
with the national average. Progress is now much improved and very strong in Key Stage 2.
- At the end of Key Stage 2 standards in reading have improved. In 2014, the proportion of pupils making
more than the expected progress was above the national average.
- Progress in mathematics and writing throughout the school is good. In 2014, the proportion of pupils
reaching the higher levels was below the national average. The evidence inspectors have seen in both
lessons and the pupils’ exercise books is that there are now more pupils working at a higher level and this
is supported by the school’s own predictions for 2015.
- The achievement of disabled pupils and those with special educational needs is in line with similar pupils
nationally. These pupils make good progress as a result of well-targeted intervention and high-quality
support from the teaching assistants.
- The attainment of disadvantaged pupils supported by the pupil premium is three terms behind non-
disadvantaged pupils nationally in English and four terms behind in mathematics. The proportions of these
pupils making expected progress is similar to other pupils nationally.
- Disadvantaged pupils are two terms behind other non-disadvantaged pupils in the school in English and
four terms behind in mathematics. In July 2014, at the end of Key Stage 2 the attainment gap between
disadvantaged and non-disadvantaged pupils in school was closing in English but not in mathematics. The
recent rapid progress of disadvantaged pupils, however, has changed this and the gap has now closed to
- In 2014, at the end of Key Stage 2 the most able pupils made expected progress in all subjects. They did
not, however, reach the higher levels in writing and their attainment was lower than that of similar pupils
nationally. The evidence seen during the inspection, however, shows that the most able pupils are now
achieving very well in all subjects.
|The early years provision||is outstanding|
- Most children enter the Reception Year with skills and knowledge which are typical for their age. Although
a large proportion of children are not as strong in their reading and writing, they quickly make rapid
progress in these areas.
- The classroom is a highly stimulating and rich environment which captures the children’s interests,
enthusiasm and imagination. Children behave very well and are fascinated by the activities adults provide.
- Adults know the children very well and prepare extremely effectively for their learning journey. As a result
children are well prepared for Year 1 with the proportion making a good level of development above the
- The early years leader has only been in post a short time but it is clear that she pursues excellence and is
uncompromising in the standards she sets. Adults are extremely knowledgeable and all highly focused on
developing enthusiastic young learners. The adults collectively make an outstanding team supporting each
other and the children highly effectively and ensuring the children’s safety.
- The work with parents is very strong. At the beginning of the year, the school acquires much information
about each child from the parents so an appropriate curriculum can be planned. Detailed reading logs help
parents understand how well their children’s reading skills are developing. Homework books show the
high-quality activities that families are engaged in. Parents talk very positively about their children’s start
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
|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
|Unique reference number||104777|
|Local authority||St Helens|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||173|
|Appropriate authority||The governing body|
|Date of previous school inspection||19 March 2013|
|Telephone number||01744 678343|
|Fax number||01744 678349|