Longford Park School

Longford Park School is currently judged to require improvement in overall effectiveness, with the quality of education and leadership notably in need of enhancement. The school has high expectations for pupil achievement and emphasizes the importance of a safe and nurturing environment. Yet, inconsistencies in staff expectations regarding pupil behavior are impacting the learning experience, and some key curriculum areas are not being implemented effectively. This is the first inspection of the school, which has transitioned from an outstanding status to its current assessment, highlighting significant developmental needs in its operations. Although the school fosters a supportive atmosphere where pupils feel welcomed and cared for, it struggles with ensuring that all staff deliver the curriculum consistently across all subjects. There are concerns regarding the quality of the phonics program and its delivery, indicating that some pupils are not receiving adequate support in this critical aspect of their learning. Overall, while there are strengths to build upon, the school must address several areas of concern to improve pupil achievement and overall educational outcomes.

Strengths

• Pupils feel welcomed and well cared for at the school.
• The school has high expectations for pupil achievement.
• There are strong relationships between staff and pupils where behavior is well managed.
• Pupils enjoy extracurricular trips and learning about personal safety.

Areas for Improvement

• Inconsistent handling of pupil behavior by staff.
• Some curriculum subjects are poorly implemented and assessed.
• Insufficient training for teachers on the phonics curriculum.
• Unclear expectations for pupil behavior and conduct.

In 2024–25 pupils at Longford Park School attended 86.0% of sessions (the national figure for special schools was 87.2%). 38.2% of pupils were persistently absent, missing at least one session in ten (nationally 35.3%).

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, 10.1% of pupils at Longford Park School were suspended at least once (nationally 5.1%). 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 Longford Park School had 6.0 pupils for each teacher (the national figure for special schools was 6.6). Of its teachers in 2024–25, 7.2% were no longer at the school a year later (nationally 14.5%).

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 Longford Park School had 90 pupils, 100.0% of them with an education, health and care (EHC) plan (nationally 99.5%).

It says it provides for: social, emotional and mental health.

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 special school schools. Counts are as published, with small numbers not hidden.

In 2024–25 Longford Park School received £28,882 and spent £30,343 for each of its 87 pupils. It ended the year with reserves of £131,000 (£1,501 per pupil).

Across all 5 schools of The Sovereign Trust, income was £32,039 and spending £31,344 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). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Manchester · Trafford local authority: places and applications

Longford Park School is part of The Sovereign Trust, which runs 5 schools. The nearest others:

• Manor Academy Sale Sale
• Chatsworth High School and Community College Salford
• New Park Academy Eccles
• Pictor Academy Timperley

What is Longford Park School's Ofsted rating?

The latest Ofsted rating for Longford Park School is Requires Improvement, from an inspection in June 2024.

When was Longford Park School last inspected by Ofsted?

Longford Park School was last inspected in June 2024.

How many pupils does Longford Park School have?

Longford Park School has 90 pupils on roll.

What age range does Longford Park School cover?

Longford Park School for pupils aged 4 to 11.

What are Longford Park School's SATs (KS2) results?

In 2025, 0% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Longford Park School?

Longford Park School is at 74 Cromwell Road, Stretford, Manchester, Greater Manchester, M32 8QJ.