Longford CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
50
AGES
5 - 11
GENDER
Mixed
TYPE
Academy converter
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
01629 537499

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
(14/03/2023)
Full Report - All Reports
50%
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)
Main Street
Longford
Ashbourne
DE6 3DR
01335330364

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You are an inspirational and highly respected headteacher. You have created a culture at Longford Church of England Primary School which places the pupils at the heart of everything that the school does and the school at the heart of the community it serves. As a result of your very effective leadership, staff feel valued and have engaged fully with your vision, every parent who expressed a view would recommend the school to other parents and pupils told me that they are proud to attend the school. The school’s newsletter is entitled ‘The Clock’, in recognition of the clock on the front of the school building. This, alongside your deeply held belief in making time for everyone associated with the school, gave rise to your school motto, ‘time to learn, time to care, time for fun’, which weaves its way through the school like an invisible thread. Throughout the school, different clocks serve as a reminder of this. For example, one in the room where pupils attend assembly is made from compact discs and represents ‘time to sing’. Parents who expressed their views through the online survey, Parent View, or who spoke with me as they brought their children to school were full of praise for the way in which their children are looked after at the school. One parent summed up the views of many by saying, ‘it’s fantastic, the way they care…’. Every parent felt that their child was safe and happy at the school. Parents are welcomed into the school on a regular basis. For example, during my visit, parents were being welcomed into classrooms for ‘Open Response’. This is a regular and well-attended opportunity for parents to look at their children’s books to see how well they are improving their work in response to feedback from their teachers. You, the staff and the governors are keen for the school to be an important part of the local community. Pupils, staff and parents are involved in fundraising, for example for Macmillan cancer care, as part of harvest festival and pupils sing at the church’s family service. Recently, you asked parents for the names of family members who had served in the armed forces. The names were read out as the whole school community prepared for a minute’s silence during the remembrance service on 11 November, making this important event very relevant for the young pupils. At the last inspection, inspectors asked you to ensure that feedback provides pupils with a clear indication of what they need to do to improve and to provide pupils with opportunities to check their own work and to contribute to planning their own learning. You have responded well to these areas for improvement. We saw in pupils’ books the improvements and progress that they make over time and the opportunities that they have to reflect on their learning. Displays in classes, entitled ‘The Wonder Wall’, relate to the questions pupils ‘wonder’ about when they start a new topic of work. Teachers include the pupils’ questions when they plan the learning. For example, in one classroom, the ‘Wonder Wall’ for a topic about the Titanic included questions such as ‘How long did it take to sink?’, which was surrounded by writing and photographs of pupils completing work to help them find out the answer. You have ensured that pupils can play an active part in the day-to-day running of the school. Pupils told me that they enjoy the opportunities that they have to take responsibility in school. The ‘Lunch bunch’ help their younger friends at lunchtime and the ‘Eco-Council’ is organising a ‘switch-off fortnight’ to save energy. Pupils can nominate their classmates for the much-prized ‘sparklers’ awards, which are given out during assembly to pupils who have demonstrated positive behaviour or kindness. Safeguarding is effective. There is a strong culture of safeguarding at Longford Church of England Primary School. All of the appropriate vetting checks take place when a new member of staff joins the school. Staff and governors have all undertaken the relevant training and are familiar with the up-to-date guidance. Staff, at all levels, can describe clearly how they would raise a concern about a pupil’s welfare, should one arise. Your record-keeping is very well organised and records are kept securely. You have forged effective relationships with parents and external agencies to ensure that pupils and families can receive good support, if they need it. Pupils are taught about how to keep themselves safe. They enjoy visits from the fire service to teach them about fire safety, for example. Pupils are able to describe, in a way that is appropriate for their age, how to keep themselves safe when they are using modern technology. Inspection findings You are providing excellent leadership by establishing high expectations, which are clearly understood by staff and governors alike. You have an accurate view of the strengths and areas for improvement across the school. Ably supported by your deputy headteacher, you undertake a rigorous schedule of monitoring of the quality of teaching and learning and of the progress that pupils are making. This is enabling you to bring about improvements in all aspects of school life continually. Governors are ambitious for the pupils to do well. They provide an appropriate balance of support and challenge to you. They attend staff meetings, when they are invited to do so, to train alongside staff and, as part of this training, experience monitoring activities, such as scrutinising pupils’ work. This has helped them to be able to ask challenging questions of leaders about the impact of improvements that have been implemented. Governors have formed a ‘governance committee’. This provides an additional layer of accountability, as governors scrutinise the effectiveness of their own work in holding leaders to account. The leadership of some subjects is well established; however, due to recent changes in staffing, leadership of some subjects is still in its infancy. You have provided these leaders with training, so that they can undertake their roles effectively. They are now well placed to be able fully to undertake their responsibilities for themselves and to contribute to improvements in teaching, learning and standards generally across the school. You have recently reviewed the teaching of mathematics across the school. In lessons, we saw pupils solving mathematics problems using the calculation skills that they have learned recently. Pupils’ books showed that they are building upon previous skills, knowledge and understanding in a logical way. There is now scope to increase the opportunities pupils have to develop their mathematical reasoning skills further. Outcomes for pupils are strong. You and your staff track the progress that individual pupils make throughout the school year in order to ensure that you intervene quickly, so that pupils do not fall behind. When they read, pupils at the early stages of reading make good use of their developing understanding of the sounds that letters represent and other cues, such as looking at an accompanying picture, to help them make sense of the text. As they become confident readers, pupils develop strong opinions about the types of books that they enjoy reading. Pupils told me that they have plenty of opportunities to read in school.

Longford CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>20, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 07-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>10, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 07-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>35, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 07-06-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>75, "strongly_agree"=>10, "agree"=>10, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 07-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>15, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 07-06-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>40, "strongly_agree"=>45, "agree"=>10, "disagree"=>0, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 07-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>0, "agree"=>0, "disagree"=>0, "strongly_disagree"=>50, "dont_know"=>50} UNLOCK Figures based on 10 responses up to 07-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>20, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 07-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>25, "disagree"=>0, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 07-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>25, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 07-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>40, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 07-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>25, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 07-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>35, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 20 responses up to 07-06-2023
Yes No {"yes"=>95, "no"=>5} UNLOCK Figures based on 20 responses up to 07-06-2023

Responses taken from Ofsted Parent View

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