|Name||Langley Park School for Girls|
|Ofsted Inspection Rating||Good|
|Inspection Date||25 April 2012|
|Address||Hawksbrook Lane, South Eden Park Road, Beckenham, Kent, BR3 3BE|
|Number of Pupils||1481 (2% boys 98% girls)|
|Number of Pupils per Teacher||15.4|
|Academy Sponsor||Langley Park Learning Trust|
|Percentage Free School Meals||4.9%|
|Percentage English is Not First Language||12.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about the school
This is a larger-than-average school that is heavily oversubscribed. It admits boys into Year 12, and they make up a tenth of the sixth form. Approximately three quarters of student are White British. The remainder are from a range of ethnic heritages including Black Caribbean and Black African who make up just under a tenth of the school’s population. A lower-than-average proportion of students are supported at school action plus or with a statement of special educational needs. The proportion of students known to be eligible for free school meals is signficantly lower than the national average. The school meets the government’s current floor standard, which sets the minimum expectations for students’ attainment. The headteacher was appointed in January 2011. The school became an academy-converter school in September 2011.
Langley Park School for Girls is a good school where students, carers and parents alike are proud of the achievements that have been made, especially since the new headteacher was appointed. Prior to the school becoming an academy, middle-ability students were not achieving as well as other students at the end of Year 11. After decisive action by the school, the gap has closed considerably for these students and most are now making good progress. Students’ achievement in mathematics and English is very strong. The school is not outstanding as students’ achievement and the quality of teaching are good. The sixth form is good in every respect. Students in the sixth form achieve well and their levels of progress improved in 2011. Teaching over time is good across the school, especially in mathematics. Teachers demonstrate good subject knowledge and develop very good relationships with students. These lessons encourage students to take risks when attempting tasks. In the few satisfactory lessons seen, teachers’ planning does not address students’ different needs as their performance data are not used effectively. As a result, learning activities in these lessons are not pitched appropriately. The level of challenge and variety of some tasks were limited. Some excellent marking was seen enabling students to understand the next steps in their learning. However, the quality of marking within subjects and across the school is variable. Students’ behaviour is good in lessons and around the school. Students enjoy lessons and work well in pairs and in groups. Attendance is high and improving. Under the effective and passionate leadership of the headteacher, leaders, managers and governors have quickened the pace of improvements in students’ achievement. Effective, sustainable systems have been implemented that have improved teachers’ understanding of how well students are performing. The middle leadership team involvement in monitoring teaching is relatively new and the impact of its actions is yet to be fully realised.