Lealands High School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Lealands High School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Lealands High School.

To see all our data you need to click the blue button at the bottom of this page to view Lealands High School on our interactive map.

About Lealands High School

Name Lealands High School
Ofsted Inspections
Headteacher Mr John Burridge
Address Sundon Park Road, Luton, LU3 3AL
Phone Number 01582611600
Phase Secondary
Type Foundation school
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 1008
Local Authority Luton
Highlights from Latest Inspection

What is it like to attend this school?

At Lealands, pupils learn to understand and respect others. It is a diverse community.

Pupils new to the school say, 'It is like joining a family'. Pupils from many backgrounds mix successfully and happily. Pupils learn through the curriculum about different parts of society.

This helps them to express mature attitudes about areas of difference, such as race or disability. Consequently, pupils are well prepared for life in Britain today.

Pupils learn a well-considered curriculum.

They benefit from leaders' high expectations of their learning. This includes pupils with special educational needs and/or disabilities (SEND). These pupils receive strong s...upport.

When pupils need extra help, this is effective. As a result, they build up their knowledge well.

Behaviour is orderly.

Pupils respond well to clear routines. They work hard in lessons. Pupils are calm during breaks.

Bullying is not common. If it happens, pupils trust staff to resolve it. Positive relationships with staff help pupils to feel supported and safe.

Pupils enjoy a wide range of opportunities. They engage well with the various leadership roles. Pupils praise the range of clubs, such as sport, art, chess and karate.

Exciting trips to London and elsewhere extend what pupils learn in class.

What does the school do well and what does it need to do better?

There is an effective curriculum in place. It is aimed at broadening the horizons of pupils, including those from disadvantaged backgrounds.

Leaders are ambitious for pupils with SEND to learn what is needed to be successful. They establish the end points they want pupils to learn. The content of the curriculum is broken down step by step along the way and builds upon prior learning.

For example, subject leaders identify closely what Year 7 pupils know from primary school. This careful planning means that pupils build up the in-depth knowledge they need.

Teachers mostly deliver the curriculum well.

When they are early in their career, they get the help they require. Teachers use agreed approaches consistently, for example for modelling learning. This consistency helps pupils to understand what they learn, including those with SEND.

Staff identify and meet the needs of these pupils effectively so they successfully access the full curriculum.

Teachers check understanding closely, for instance through the skilful use of questions. Occasionally, however, they use activities that do not precisely or successfully enough teach the key knowledge pupils need to learn.

Where this happens, expectations of what pupils achieve can be less high. Therefore, on occasion, pupils do not achieve as well as they could.

Leaders prioritise reading and literacy.

They plan carefully how pupils build up important vocabulary over time. Pupils value reading. The weakest readers get effective support to read more confidently.

This helps them to understand their learning.

There is a coherent behaviour policy. This identifies how pupils should behave, and why.

Staff apply this consistently. When pupils get sanctions, leaders deal with the underlying causes of misbehaviour. Consequently, pupils learn to regulate themselves throughout the school day.

Leaders have implemented a well-designed curriculum for personal development. Pupils get effective careers guidance so they make informed decisions about their next steps. They learn in depth about areas such as consent and citizenship.

Pupils value this learning and remember it well. That said, not all staff deliver aspects of this as effectively as they might. In particular, a few staff do not routinely help pupils to make rich connections between the different aspects of the personal development curriculum.

This means that some pupils, on occasion, do not develop a depth of understanding of the overall aims that leaders intend them to learn. This can lead to them being compliant but not engaging wholeheartedly with the school's ethos. When this happens, pupils take less pride than they might in their learning and achievements.

Governors have the knowledge and skills they need for their role. They support and challenge leaders effectively, asking probing questions about areas such as reading. Governors fulfil their statutory duties well, regarding safeguarding and equalities.


The arrangements for safeguarding are effective.

Staff are well trained and log concerns vigilantly. The safeguarding team acts on these promptly.

They closely monitor any risks caused by pupils' absence. Staff provide diligent support for vulnerable pupils and families. Leaders check regularly on the safety of pupils who attend alternative provision.

They liaise quickly with external agencies when needed. Leaders practise safer recruitment thoroughly and make the appropriate vetting checks.

The curriculum teaches pupils how to be safe, including when online.

They know who to talk to if they have concerns. Pupils get strong support with their mental health and well-being. This means they feel safe and they are safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not consistently use learning activities which precisely or successfully enough teach the key knowledge pupils need to learn. In some cases, expectations of what pupils can achieve are not as high as they might be. This means pupils sometimes do not do as well as they could.

Leaders need to ensure that teachers get the guidance and support they need to deliver the curriculum effectively in all areas. ? Not all aspects of the curriculum for personal development are delivered as effectively as they could be. Sometimes, teachers do not help pupils make the rich connections they could between the different things they learn.

As a result, some pupils do not develop a depth of understanding of the aims and ethos that leaders intend. This can lead to pupils lacking enthusiasm for learning and benefiting from their education less than they might. Leaders need to ensure that the personal development curriculum is delivered consistently and effectively.

Also at this postcode
Brain Up Abacus Luton Bizzie Bees Nursery Sundon Park Bizzie Bees

  Compare to
nearby schools