Langley Park School for Boys


Name Langley Park School for Boys
Website http://www.lpsb.org.uk
Ofsted Inspection Rating Good
Inspection Date 05 March 2019
Address South Eden Park Road, Beckenham, Kent, BR3 3BP
Phone Number 02086394700
Type Academy
Age Range 11-18
Religious Character None
Gender Boys
Number of Pupils 1716 (85% boys 15% girls)
Number of Pupils per Teacher 17.7
Academy Sponsor Langley Park Learning Trust
Local Authority Bromley
Percentage Free School Meals 3.3%
Percentage English is Not First Language 3.3%
Persisitent Absence 9.4%
Pupils with SEN Support 15%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

Langley Park School for Boys is a non-selective academy in the London Borough of Bromley and is part of the Langley Park Learning Trust. The proportion of high-attaining pupils on entry is above average. The proportion of disadvantaged pupils is below average. The proportion of pupils with SEND is above the national average. The school has a specialist resource base, the Sunil Centre, for pupils with autistic spectrum disorder. The school uses a range of alternative providers. There is currently one pupil receiving alternative provision at the Bromley Children’s Home.

Summary of key findings for parents and pupils

This is a good school The headteacher and other leaders have high aspirations and are committed to educating the whole child. Leaders have a good understanding of the school’s strengths and the areas that still need development. Governors are supportive, but they need to challenge leaders more effectively, particularly to improve pupil outcomes. Pupils feel safe in school. Bullying and prejudiced behaviour are rare. There are staff they can speak to who will deal with concerns they may have. The quality of teaching is strong. However, there is still a degree of inconsistency within some subject areas. There is an exceptional extra-curricular programme which enables pupils of all abilities to have opportunities to develop their personal and social skills through a diverse range of activities. Typically, pupils behave well in lessons and around the school. They are polite and respectful. Overall, pupils with special educational needs and/or disabilities (SEND) make good progress. The progress of disadvantaged pupils is improving to be in line with their peers, but this is still inconsistent. Pupils’ attendance has improved and is now above the national average Sixth-form students attend regularly. Generally, sixth-form students make strong progress. Outcomes in the 2018 public examinations improved from the previous two years. Generally, most-able pupils do not make as strong progress as other pupils because the teaching they receive is not tailored closely enough to their needs. Leaders have introduced some new strategies this year, including a new assessment policy. They need to regularly and robustly review their impact to ensure that they improve pupils’ outcomes.