Langstone Junior Academy


Name Langstone Junior Academy
Ofsted Inspection Rating Good
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 Lakeside Avenue, Copnor, Portsmouth, PO3 6EZ
Phone Number 02392824138
Type Academy
Age Range 7-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 354 (52.3% boys 47.7% girls)
Number of Pupils per Teacher 22.6
Academy Sponsor University Of Chichester (Multi) Academy Trust
Local Authority Portsmouth
Percentage Free School Meals 26%
Percentage English is Not First Language 5.7%
Persistent Absence 5.4%
Pupils with SEN Support 9.9%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (20 March 2013)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
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.

Information about this school

Langstone is an above average-sized primary school. The proportion of disabled pupils and those who have special educational needs supported through school action is average. The proportion of pupils supported at school action plus or with a statement of special educational needs is average. The majority of pupils are White British. The school meets the current government floor standards, which sets the minimum expectations for pupils? attainment and progress in English and mathematics. The number of pupils eligible for additional funding through the pupil premium (additional funding for pupils in local authority care, from armed services families, or known to be eligible for free school meals) is average. A new deputy headteacher was appointed in January 2013.

Summary of key findings for parents and pupils

This is a good school. Pupils make good progress in reading, writing and mathematics during their time in the school due to good, sometimes outstanding, teaching. Teachers plan interesting lessons, match work well to pupils? needs and use marking and feedback effectively. This ensures that pupils learn well and make good progress. Teaching assistants provide very good support for the learning of small groups and individuals. Excellent leadership by the headteacher is ensuring that this is a rapidly improving school where all pupils learn successfully. The school is a strong, caring community where pupils work together well. They behave well and are kind and caring towards each other. Keeping a detailed eye on pupils? progress ensures that the school clearly knows how well pupils are doing, identifies those falling behind and quickly puts plans into place to ensure they catch up. The school makes good use of exciting topics that engage pupils and this is reflected in the vibrant displays of their work throughout the school. It is not yet an outstanding school because : Teachers do not always ensure that their questions deepen pupils? understanding or that the pace of lessons supports rapid learning. Targets set for teachers are not always sufficiently linked to their experience or level of responsibility to ensure that all play a full role in school improvement. Pupils have a limited awareness of the breadth of social, cultural and religious diversity in Britain.