Long Marton School

Long Marton School continues to maintain a good standard of education as it enters its second ungraded inspection since being last assessed positively in May 2014. Overall, pupils thrive in the nurturing environment provided by the school. They arrive eager to learn and feel valued, safe, and supported by the dedicated staff. The school has successfully fostered a love of learning, with most pupils, including those with special educational needs and/or disabilities (SEND), achieving well across subjects and engaging positively in a variety of extracurricular activities. While the school’s curriculum is generally well-structured, there are areas where the clarity of essential knowledge for certain subjects could improve, which affects some pupils' achievements in those areas.

Strengths

• Pupils feel valued and safe in a nurturing environment.
• The school fosters a strong love of reading among pupils.
• Pupils with SEND are fully integrated and achieve well.
• Pupils demonstrate positive attitudes towards learning.
• A range of extracurricular activities supports wider development.

Areas for Improvement

• Key knowledge is not clearly identified in some subjects, hindering the design of focused curriculum activities.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Long Marton School attended 96.5% of sessions (the national figure for primary schools was 94.8%). 1.5% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.0% of pupils at Long Marton School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Long Marton School had 18.7 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 32.8% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 11.1% of pupils at Long Marton School were on SEN support (nationally 15.4%) and 3.7% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Long Marton School received £8,942 and spent £9,355 for each of its 81 pupils. It ended the year with a deficit of £39,000 (-£476 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Appleby-In-Westmorland · Westmorland and Furness local authority: places and applications

What is Long Marton School's Ofsted rating?

The latest Ofsted rating for Long Marton School is Good, from an inspection in September 2024.

When was Long Marton School last inspected by Ofsted?

Long Marton School was last inspected in September 2024.

How many pupils does Long Marton School have?

Long Marton School has 81 pupils on roll.

What age range does Long Marton School cover?

Long Marton School for pupils aged 3 to 11.

What are Long Marton School's SATs (KS2) results?

In 2025, 31% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Long Marton School?

Long Marton School is at Long Marton, Appleby-in-Westmorland, Cumbria, CA16 6BT.