Longney Church of England Primary Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
92
AGES
4 - 11
GENDER
Mixed
TYPE
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SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
01452 425407

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(01/02/2024)
Full Report - All Reports
68%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Chatter Street
Longney
Gloucester
GL2 3SL
01452720461

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Together with governors and other staff, you have ensured that the school continues to prioritise the right areas for pupils to succeed. Since the school joined the Diocese of Gloucester Academies Trust (DGAT) in November 2015, there has been a high turnover of staff in this small school. However, you have managed this effectively through well-targeted professional development and training to keep staff ‘upskilled’, knowledgeable and keen to improve. You take effective action to maintain high professional standards in the quality of teaching, learning and assessment, including quickly tackling weaknesses when these are identified. You have ensured that the quality of education and curriculum inspires the pupils. For example, they enjoy learning outdoors in a range of different situations and settings. Together with other teachers, you are keen to test and modify teaching approaches to meet pupils’ needs, such as daily active mathematics sessions. Pupils enjoy learning together and sharing time in lessons to help, support and challenge each other. Pupils are strongly encouraged to be reflective and evaluate their own learning. This helps them to gain confidence and independence in their work. Since the previous inspection, you have successfully improved the quality of teaching and leadership, although you recognise that this is continually under review because of changes to staff over time. Leaders check the quality of teaching and have strong systems in place for holding others to account. These work well and ensure that you and your team know the pupils well. This enables you to provide timely and appropriate support for them. However, some leaders’ monitoring, as well as their planned actions, is not always focused well enough. For example, leaders’ milestones or ‘success criteria’ for raising pupils’ achievement lack precision. This slows the progress of some, including the most able pupils. Furthermore, it makes it more difficult for governors and trustees to measure improvements or to hold you clearly to account in meeting targets or agreed expectations. During the inspection, evidence showed that the majority of parents endorse your work and recognise the improvements taking place in the school. Most comments through Ofsted’s free-text service were positive, including: ‘Our children are extremely happy at Longney. They are working on-target academically and are well supported in all aspects of their learning by the teaching staff’; and, ‘Longney is a fantastic school and our children are very happy. Staff are supportive, inclusive and friendly.’ You have provided additional support for parents, for example mathematics workshops and ‘counting sleep’ to provide insight into the importance of sleep for mental and emotional development. However, a significant minority of parents expressed some concerns about communication or relationships with leaders, especially about consistency in behaviour management. Together with governors and the chief executive officer of DGAT, you agree that further work is needed to investigate the reasons for this and strive to improve partnership working with a core group of parents. Safeguarding is effective. You ensure that safeguarding arrangements are fit for purpose. Leaders, including governors, check that staff are knowledgeable and appropriately trained to look after pupils. As a result, staff know how to refer concerns and respond to pupils in relation to child protection matters. Pre-employment vetting is robust and effectively coordinated to ensure that staff are checked and cleared to work with pupils. Governors check that safeguarding procedures are appropriately completed and audited. For example, governors have ensured that procedures for first aid training, risk assessments, supervision of pupils and site security are clearly understood and fully implemented. These were checked extensively during this inspection. Pupils say they feel safe. They have a good understanding of how to stay safe, for example when working online, and can speak confidently about different risks and hazards and how to mitigate these. They could also explain what to do in the event of a fire and knew the evacuation procedures well. Pupils also know what bullying is and understand the need to be tolerant, explaining this through their experiences of a recent ‘odd-socks day’. They feel that bullying does not really happen at Longney. However, they trust staff to help and intervene should it occur. You monitor pupils’ behaviour and make referrals to gain emotional and mental support for them as needed. This includes through the deployment of the school counsellor, which pupils and parents appreciate. Inspection findings My first line of enquiry evaluated the extent to which the most able pupils are being supported and challenged to reach the higher standards. This is because, with the exception of reading at key stage 2, school results were below the national figures for those attaining ‘greater depth’ in key stages 1 and 2. You had already recognised this and, as a result, are taking effective steps to raise the achievement of higher attaining pupils. The revised strategies being implemented on a daily basis, in both mathematics and writing, are strongly supporting the most able pupils in their learning. As a result, the majority of year groups are seeing much higher proportions of pupils working at greater depth. The most able pupils are enjoying the challenges being presented to them. They told me how expectations of them have increased, especially this year. They like the additional tasks and challenges to stretch them. For example, pupils know how to assess and improve their own work through collaboration with the class teacher. This is helping them to make strong progress. Workbooks also confirm that your targeted priority areas are accurate. For example, you have recognised that pupils are not yet consistently writing with the complexity required in terms of range of vocabulary, sentence length and variation. The second line of enquiry explored how well pupils are being identified and supported to make rapid progress in mathematics, especially prior middleattaining pupils, and girls. Pupils’ workbooks now show that there is no ongoing gender difference in mathematics. Mathematics results at the end of key stage 2 in 2017 were affected by previous weaknesses in assessment. These have been addressed. The school’s approach to improving mathematics is working well. You are passionate about improving mathematics, not only taking the lead in school, but across a cluster of local primary schools. Your action research, for example on developing mastery, is ensuring that pupils are deepening their knowledge of mathematics and enjoying thinking and reasoning in a variety of contexts. Pupils, are able to explain their mathematical thinking and reasoning. For example, pupils in Year 6 show a strong understanding of how fractions, decimals and percentages are related. They also show ways that they are beginning to tackle, and be challenged by, more complex problems, including algebraic equations. However, as with writing, there is a continuing need to keep this focus on the most able pupils to ensure that they can reach the standards of which they are capable. My third line of enquiry considered how well pupils are being supported to learn phonics, and how they apply this in order to read and write well by the end of key stage 1. This is because the 2017 Year 1 phonics screening check results were below the national average. You ensure that pupils receive daily phonics teaching which is matched to their needs. This includes those who need extra help to catch up. You ensure that teachers check pupils’ knowledge and understanding, and use assessments well to plan pupils’ next steps. Consequently, pupils are currently making good progress towards meeting the Year 1 standards. You have also taken direct action to intervene and address previous weaknesses in teaching in key stage 1. The quality of teaching in the Reception class and key stage 1 is now providing a strong platform for pupils. For example, I observed children in Reception, including those who need to catch up, reading and writing towards age-appropriate expectations. They were using and applying sounds with two or three letters to build words and read simple sentences.

Longney Church of England Primary Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>21, "disagree"=>14, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 28 responses up to 01-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>43, "disagree"=>11, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 28 responses up to 01-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>54, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>11} UNLOCK Figures based on 28 responses up to 01-02-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>71, "strongly_agree"=>0, "agree"=>4, "disagree"=>21, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 28 responses up to 01-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>39, "disagree"=>21, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 28 responses up to 01-02-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>32, "strongly_agree"=>18, "agree"=>29, "disagree"=>14, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 28 responses up to 01-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>20, "disagree"=>0, "strongly_disagree"=>40, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 01-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>32, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>18} UNLOCK Figures based on 28 responses up to 01-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>32, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>11} UNLOCK Figures based on 28 responses up to 01-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>36, "disagree"=>18, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 28 responses up to 01-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>46, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 28 responses up to 01-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>36, "disagree"=>7, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 28 responses up to 01-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>39, "disagree"=>11, "strongly_disagree"=>4, "dont_know"=>11} UNLOCK Figures based on 28 responses up to 01-02-2024
Yes No {"yes"=>79, "no"=>21} UNLOCK Figures based on 28 responses up to 01-02-2024

Responses taken from Ofsted Parent View

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