Long Meadow School

Long Meadow School continues to demonstrate good overall performance, with a supportive environment where pupils feel safe and happy. The school offers a broad and ambitious curriculum that helps pupils make connections and retain knowledge over time. Notably, there are significant improvements in reading, writing, and mathematics, with outcomes now aligned with national averages, alongside strengthened performance in science. The school actively engages with the community through various activities and ensures that character development is prioritized alongside academics, contributing positively to pupils' well-being and social skills.

Strengths

• Strong emphasis on character development through extracurricular activities.
• Warm and trusting relationships foster a positive school environment.
• Effective collaboration among staff enhances curriculum delivery.
• High expectations for attendance and successful strategies for improvement.
• Comprehensive support for pupils with SEND and those needing additional help.

Areas for Improvement

• Some foundation subjects lack depth in knowledge due to broad objectives.
• Recent curriculum improvements need further refinement and embedding.

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 Meadow School attended 96.4% of sessions (the national figure for primary schools was 94.8%). 5.8% 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, 1.1% of pupils at Long Meadow 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 Meadow School had 20.7 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 5.5% 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, 21.2% of pupils at Long Meadow School were on SEN support (nationally 15.4%) and 2.2% 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 Meadow School received £6,506 and spent £6,594 for each of its 358 pupils. It ended the year with a deficit of £0 (-£0 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 Milton Keynes · Milton Keynes local authority: places and applications

What is Long Meadow School's Ofsted rating?

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

When was Long Meadow School last inspected by Ofsted?

Long Meadow School was last inspected in April 2024.

How many pupils does Long Meadow School have?

Long Meadow School has 358 pupils on roll.

What age range does Long Meadow School cover?

Long Meadow School for pupils aged 4 to 11.

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

In 2025, 62% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Long Meadow School?

Long Meadow School is at Garthwaite Crescent, Shenley Brook End, Milton Keynes, Buckinghamshire, MK5 7XX.