| Name | Langham CofE (Controlled) Primary School | ||
| Website | http://www.langhamprimary.co.uk/ | ||
| Inspections |
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| Address | 1 Burley Road, Langham, Oakham, LE15 7HY | ||
| Phone Number | 01572722676 | ||
| Type | Academy | ||
| Age Range | 4-11 | ||
| Religious Character | Church of England | ||
| Gender | Mixed | ||
| Number of Pupils | 195 (54.9% boys 45.1% girls) | ||
| Number of Pupils per Teacher | 23.9 | ||
| Academy Sponsor | The Rutland Learning Trust | ||
| Local Authority | Rutland | ||
| Percentage Free School Meals | 4.6% | ||
| Percentage English is Not First Language | 4.6% | ||
| Pupils with SEN Support | 7.2%% | ||
| Catchment Area Indicator Available | Yes | ||
| Last Distance Offered Available | No | ||
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Highlights from Latest Inspection Information about this school The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Few pupils are from minority ethnic groups or speak English as an additional language. The proportion of pupils who are supported by the pupil premium is well below average. The proportion of pupils who have SEN and/or disabilities is broadly average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school is part of the Rutland Learning Trust. Governance is provided by the trust board of the Rutland Learning Trust and locally through the school governing body. The trust provides support for school improvement mainly through its chief executive officer. Summary of key findings for parents and pupils This is a good school The headteacher has very effectively led a review of all aspects of the school since the previous inspection. The school is much improved. The school’s improvement has been well supported by its membership of the Rutland Learning Trust, particularly by the work of its chief executive officer. Leaders, including middle leaders, know the school inside out and are fully aware of where further improvements are needed. The school is well placed to continue to improve. The governing body is very effective. The quality of teaching and the use of assessment are good. Writing and reading, particularly reading, are well taught. In mathematics, calculation and number are very well taught, but leaders recognise that the school lacks an agreed approach to teaching pupils to solve mathematical problems. Pupils’ personal development and behaviour are outstanding. Pupils say they love coming to school and feel very safe and happy in school. Levels of attendance are above average. The school places strong emphasis on teaching values. Pupils’ spiritual, moral, social and cultural development is promoted well. Relationships throughout the school are excellent. Lessons are interesting and pupils enjoy lessons, concentrate well and work hard. Pupils make good progress in their learning. Progress in mathematics is not quite as strong as in reading and writing. Leaders know that in mathematics, pupils’ number and calculation work is better than their problem solving and reasoning. Middle-attaining pupils make the best progress throughout the school. In a few lessons, work is not consistently hard enough for the most able pupils. On a few occasions, work is too difficult for those who struggle with their learning. Pupils who have special educational needs (SEN) and/or disabilities and disadvantaged pupils often make good progress from their different starting points. Well-trained teaching assistants contribute to the good progress pupils make, particularly when they are working in small groups. Teaching assistants are sometimes underused in whole-class sessions. In early years, children benefit from good-quality provision and are well prepared for Year 1 and school life beyond. |
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