Long Furlong Primary School

Long Furlong Primary School is a community primary school that has moved from a previous 'requires improvement' grade to being judged good in all key areas at this June 2025 inspection: quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The report notes that, under the current inspection framework, no overall effectiveness grade is given. The school is described as a true community school where pupils and families are central, pupils feel safe and happy, behaviour is excellent, and relationships between pupils and staff are positive and trusting. The headteacher has been in post since April 2024, and this was the first routine inspection since the COVID-19 pandemic. The curriculum is broad, ambitious and coherently sequenced from early years to Year 6. Teaching is strong in securely embedded subjects, reading is taught well, and provision for pupils with SEND is effective. Pupils benefit from a wide extra-curricular offer, strong personal development and effective safeguarding. Leadership is effective, governors challenge and support leaders well, and staff are proud to work at the school. There are two main areas for improvement. In some curriculum areas, staff do not consistently identify pupils' misconceptions, which means some pupils do not build their knowledge as well as they could, particularly in more recently developed subjects. In the early years, some continuous provision activities lack clear purpose and are not closely aligned with the ambitious curriculum, so children do not always learn as well as they could across the full early years curriculum.

Strengths

• Broad, ambitious and coherently sequenced curriculum from early years to Year 6.
• Strong teaching and pupil achievement in securely embedded subjects.
• Effective SEND provision with well-judged adaptations so pupils with SEND can achieve ambitious outcomes.
• Expert phonics teaching with regular checks and swift support for pupils falling behind.
• Ambitious, well-sequenced early years curriculum with purposeful Nursery provision and strong Reception teaching.
• Calm, purposeful classrooms and excellent pupil conduct.
• Pupils feel safe, happy and consistently demonstrate the school's values.
• Positive, trusting relationships and skilful staff support for pupils managing emotions.
• Broad extra-curricular offer with barriers removed for disadvantaged pupils and pupils with SEND.
• Strong personal development, including learning about diversity and preparation for modern British life.
• Effective leadership and governance with a clear vision, staff pride and strong training and support.
• Effective safeguarding arrangements.

Areas for Improvement

• In some curriculum areas, staff do not consistently identify pupils' misconceptions, so misconceptions persist and knowledge does not deepen as well as it could.
• Newly developed subjects are less secure, and pupils do not achieve as highly as they could because assessment checks are inconsistent.
• Some early years continuous provision activities lack clear purpose and are not closely aligned with the ambitious curriculum.

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 Furlong Primary School attended 95.8% of sessions (the national figure for primary schools was 94.8%). 8.6% 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 Furlong Primary 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 Furlong Primary School had 20.0 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 14.6% 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, 12.8% of pupils at Long Furlong Primary School were on SEN support (nationally 15.4%) and 6.2% 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 Furlong Primary School received £6,350 and spent £6,605 for each of its 209 pupils. It ended the year with a deficit of £84,000 (-£403 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 Abingdon · Oxfordshire local authority: places and applications

What is Long Furlong Primary School's Ofsted rating?

The latest Ofsted rating for Long Furlong Primary School is Good, from an inspection in July 2025.

When was Long Furlong Primary School last inspected by Ofsted?

Long Furlong Primary School was last inspected in July 2025.

How many pupils does Long Furlong Primary School have?

Long Furlong Primary School has 211 pupils on roll.

What age range does Long Furlong Primary School cover?

Long Furlong Primary School for pupils aged 3 to 11.

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

In 2025, 47% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Long Furlong Primary School?

Long Furlong Primary School is at Boulter Drive, Boulter Drive, Abingdon, Oxfordshire, OX14 1XP.