Langley Park Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a school that requires improvement The quality of teaching, learning and assessment varies across the school. Some teachers do not plan to meet pupils' needs from their different starting points.

Typically, pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and the most able make the least progress over time. In recent years, the proportion of pupils reaching the expected standards in reading, writing and mathematics by the end of Year 6 has declined and in 2018 was well below average. However, more recently pupils' results in writing and mathematics assessments at the end of key stage 1 were above the national average.
<...br/>Additional funding to support disadvantaged pupils is contributing to pupils in key stage 1 making more progress recently. Disadvantaged pupils in key stage 2 do less well over time. Attendance is improving and persistent absence is declining.

However, pupils do not attend as often as other pupils nationally and persistent absence remains above average. Leaders do not sufficiently hold staff to account for the impact of their work. Similarly, although improving, governors do not comprehensively hold leaders to account because they sometimes accept the information leaders present without confirming its accuracy.

Leaders' checks on the quality of teaching, learning and assessment do not focus enough on pupils' learning and progress. Consequently, leaders' evaluations of the school are overly generous. The quality of provision in the early years shows a marked difference between the Nursery and Reception.

Children do not sustain the strong start they make in Nursery when they move into Reception. The school has the following strengths The vast majority of pupils behave well. They enjoy coming to school and show a great deal of respect for their teachers and other adults.

The teaching of phonics is improving. This is helping pupils to develop their initial reading skills at an earlier stage than in the past. A highly effective personal development and welfare curriculum ensures that pupils, including the most vulnerable, receive strong support.

Staff morale is high. Leaders have the support of the staff and the large majority of parents.

Information about this school

The school is smaller than the average-sized primary school.

The proportion of pupils who are disadvantaged and receive support from the pupil premium is higher than the national average. The proportion of pupils with SEND is lower than the national average. Children attend full- and part-time early years provision in the Nursery and Reception.

The school takes two-year-olds as part of their early years provision. The headteacher, deputy headteacher and early years leader are new to the school since the previous section 5 inspection in July 2014. Part of the school building is shared with staff belonging to the local authority behaviour team and alternative education provision, The Willows.