Langmoor Primary School Oadby


Name Langmoor Primary School Oadby
Website http://www.langmoor.leics.sch.uk
Inspections
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Address Kenilworth Drive, Oadby, Leicester, LE2 5HS
Phone Number 01162712776
Type Academy
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 209 (52.6% boys 47.4% girls)
Number of Pupils per Teacher 21.5
Academy Sponsor Oadby, Wigston And Leicestershire Schools Academy Trust
Local Authority Leicestershire
Percentage Free School Meals 18.2%
Percentage English is Not First Language 22.5%
Persistent Absence 8.5%
Pupils with SEN Support 7.2%%
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Main findings

The school provides an outstanding education.

Pupils flourish in the very caring environment and this contributes significantly to their excellent spiritual, moral, social and cultural development. Pupils adopt extremely healthy lifestyles as a result of the opportunities provided for them. They make an outstanding contribution not only to the school but also to the wider community.

They are very proud of the work they have done with local groups to design a much improved local park for children. The attainment of pupils at the end of Year 5 is above expected levels, representing good progress from their lower than expected starting points with some pupils making outstanding progress. Teachin...g is good and an increasing proportion of lessons are outstanding.

Within the classroom, teachers make good use of assessment systems, work is well matched to pupils' abilities and good support is provided by all adults. This helps to promote very effective relationships between teachers and pupils, resulting in pupils' outstanding behaviour. This, in turn, ensures that they feel extremely safe.

Pupils are aware of their targets and in literacy and numeracy these are listed in the front of their books. As part of the developing involvement of pupils in their own monitoring of progress, targets achieved are highlighted. However, the dates when these were achieved are not identified and so the rate of progress is not easy for pupils to monitor.

In addition, when teachers mark pupils' work, they do not always provide guidance on how to improve. The school has the equality of opportunity for all pupils at the heart of its work. Progress monitoring systems are outstanding and they are extremely well used by leaders at all levels.

This has enabled leaders to quickly identify any differences in progress or attainment and to take action to eliminate them. In some years recently, there have been variations between gender groups but this has been resolved. Pupils with special educational needs and/or disabilities are identified quickly and are well provided for.

They all make good progress over time because their specific needs are well supported. Good intervention strategies ensure that there are currently no variations in the progress of different groups. Self-evaluation is accurate and leaders at all levels, together with members of the governing body, are fully involved in school improvement.

There has been good improvement in all the areas of weakness identified at the previous inspection. Community cohesion is outstanding within the school, local community and through the school's international links. The quality of care, the curriculum and leadership and management have improved from good to outstanding.

The school's positive track record indicates that it has a good capacity for sustained improvement though it is too early to judge the impact of becoming part of a federation.

Information about the school

This is a smaller than average primary school where the large majority of pupils are from White British backgrounds. An average proportion of pupils speak English as an additional language.

The percentage of pupils known to be eligible for free school meals is above average. The school has a below average proportion of pupils who have special educational needs and/or disabilities though these cover a wide range. The school very recently formed a hard federation with another nearby primary school under the leadership of the same headteacher and with a shared governing body.

Pupils transfer to the high school at the end of Year 5. Among the awards obtained by the school are the International School Award and International Eco-Schools Award. A privately managed pre-school operates on the school site and this is subject to a separate inspection.