Langer Primary Academy

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About Langer Primary Academy

Name Langer Primary Academy
Ofsted Inspections
Head Teacher Mrs Toni Kittle
Address Langer Road, Felixstowe, IP11 2HL
Phone Number 01394283065
Phase Academy
Type Academy sponsor led
Age Range 4-11
Religious Character None
Gender Mixed
Number of Pupils 120
Local Authority Suffolk
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school, and they achieve well.

They know that adults want the very best for them, and they feel safe knowing there is always someone keeping an eye out for them. Help is at hand whenever they need it, whether with their learning or in the playground.

Care and kindness shine through.

Pupils celebrate diversity and enjoy finding out about people who are different to themselves. This helps them understand evermore about the world around them, including the world beyond Felixstowe. Pupils benefit from the high-quality opportunities to broaden their experiences, such as singing at Snape Maltings and getting to know residents in the local home.

Pupils generally behave well, both in class and as they move around the school. However, there are times when some pupils are disturbed too often by other pupils chatting in lessons.

The youngest children in the early years receive a high-quality education.

They are well supported and guided in their first year in school. Children quickly learn to respect their classroom, playground and one another. Their time in the early years helps them to lay down firm foundations on which to build as they move through the school.

What does the school do well and what does it need to do better?

Leaders have brought about significant and sustained improvement since the previous inspection. Pupils receive the high quality of education, care and support they deserve.

The curriculum is ambitious for all pupils to achieve well, including disadvantaged pupils.

The significant deficiencies of the past have been completely eradicated. Pupils learn well because they are taught new ideas and knowledge in a sensible order. In Reception, children learn the solid foundations they need to ensure they are ready for Year 1.

This is the same for pupils with special educational needs and/or disabilities (SEND), who receive a rich and well-considered curriculum. Adults have a clear and accurate understanding of the needs of pupils with SEND. Pupils' academic and emotional needs are well met.

Reading is given high priority. The youngest children are immersed in stories, poems and songs. They learn many new words, and adults skilfully help them remember and use their ever-growing vocabulary.

This means pupils are well placed to learn to read. Pupils are well supported to crack the reading code quickly and become fluent and confident readers. More widely, the reading curriculum for older pupils continues to be well designed.

It puts ambitious texts at the heart and provides pupils with the opportunity to broaden their experiences of the wider world through books.

The school provides teachers with high-quality training to help them continually develop their practice. Teachers have the subject knowledge they need to correct a pupil if they misunderstand.

On some occasions, teachers do not make the right adaptations to the curriculum to help pupils recap and revisit their learning. This means that, in some subjects, pupils do not develop the same depth and detail of knowledge as they do in others.

Pupils who need additional support to help them manage their behaviour receive much useful guidance.

This is paying dividends as these pupils continue to improve how they behave. While this is the case, sometimes lessons can be disturbed by too much chatting. Adults do take action to stop this though.

The well-established and highly effective personal development programme provides pupils with opportunities to develop interests and talents along with experiencing opportunities they would not otherwise receive. Pupils learn about healthy relationships as well as looking after their own physical and mental well-being. Those who need additional, personalised support with their social and emotional needs receive the highest-quality support.

Children in the early years have many opportunities to explore their surroundings and use the wide range of equipment on offer. Adults skilfully limit the choice to ensure children are taught to use equipment well. Children share, take turns and show respect for their surroundings.

While children have fun, adults know exactly what children should be learning. They step in at the right time to ask well-timed questions to move children's thinking on.

The local governing board (LGB) is a highly skilled and knowledgeable group.

The trust board delegates much responsibility to the LGB, and the governors carry out their roles with great skill and determination. They make regular checks to ensure the school is doing all it can to provide the best for pupils. The LGB provides challenge and support in appropriate measures.

The school provides effective support for teachers and keeps a close eye on their workload. Staff are united in their approach to provide the best education they can for pupils.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not make appropriate adaptations to activities that help pupils to revise and apply using the knowledge they have been taught. This means that pupils do not develop as deep and detailed knowledge in some subjects as they do in the rest of the curriculum. The school should ensure that teachers consistently make appropriate choices about the activities they provide so that pupils develop a rich and detailed knowledge in these few remaining subjects.

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