Longfield Academy

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About Longfield Academy

Name Longfield Academy
Website http://www.longfieldacademy.org
Ofsted Inspections
Principal Dr Felix Donkor
Address Main Road, Longfield, DA3 7PH
Phone Number 01474700700
Phase Academy
Type Academy sponsor led
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 1035
Local Authority Kent
Highlights from Latest Inspection

What is it like to attend this school?

This inclusive school has high expectations of all pupils' achievement and behaviour.

The school values of 'being respectful, being aspirational and being caring' are threaded through daily life here. Pupils with special educational needs and/or disabilities (SEND), including those attending the specially resourced provision, The Spectrum Centre, are fully integrated into school life. Vigilant, well-trained staff make sure that pupils are safe.

Pupils are known as individuals and their well-being is a high priority. Pupils say that bullying happens occasionally. When it does, nearly all pupils trust staff to deal with it effectively.

Through its curriculum, t...he school helps pupils to learn about being global citizens and to develop an international perspective. The school has links with other schools across the world. Pupils value their teachers and work hard.

Pupils understand that the school expects 'disruption free learning' during lessons and almost all live up to these expectations. Through roles such as 'eco reps' and student leaders, pupils play a meaningful part in school life. They know that staff are keen to listen to their views and will act on them.

Students in the sixth form receive an exceptionally strong education. They are very well prepared for their next steps. Students enjoy a broad, well-considered enrichment programme and are very positive about their experience here.

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

The school is determined that all pupils receive an ambitious, rounded education. Almost all pupils in Year 10 now study the full range of English baccalaureate subjects. In the sixth form, the number of students studying A levels in subjects such as mathematics has grown significantly.

School leaders, well supported by trust staff, constantly refine the curriculum to make sure it is both challenging and accessible for all pupils, including those with SEND. The curriculum is well-sequenced so that pupils build on what they already know. Pupils benefit from teachers' strong subject knowledge.

In the sixth form, students achieve exceptionally well thanks to their teachers' expertise and strong support. Across most subjects, teachers present ideas clearly and ask pertinent questions to check that pupils have understood. Teachers spot and address pupils' misconceptions effectively.

They ensure that pupils have the resources they need to learn well.

Following the pandemic, pupils' GCSE outcomes dipped. They did not achieve as well as they had done before the pandemic.

However, achievement is now improving again across most areas, including for pupils with SEND. In a couple of subjects, however, many pupils continue to have stubborn gaps in their learning. These gaps have not yet been successfully addressed by their teachers.

This means that pupils are not currently achieving as well as they could.

Behaviour around the school is calm and orderly. Expectations of how pupils should conduct themselves are very high.

Sixth-form students are exceptionally mature, acting as role models for younger pupils. Pupils are polite and courteous. Nevertheless, a few pupils very occasionally behave in a way that is not acceptable.

Staff deal with this swiftly and appropriately. If a pupil with SEND finds it hard to behave well, staff deal with this sensitively. In lessons, almost all pupils focus well on their work.

Since the pandemic, too many pupils have not attended school regularly. This has affected their learning and achievement. Thanks to a raft of supportive measures put in place by the school, attendance is now rising again.

The school offers a broad and rich personal development programme. It provides pupils with strong pastoral support, including support for pupils' mental health. Regular trips and visits help make learning relevant for pupils.

For example, pupils enjoy seeing Shakespeare plays at The Globe theatre, and visiting galleries and historical sites. The school offers extra-curricular clubs which develop pupils' talents and interests well. Pupils with SEND participate regularly in these activities.

A comprehensive careers programme provides pupils and sixth-form students with helpful support and guidance when considering their next steps. The school teaches pupils to appreciate inclusivity and this helps them to behave respectfully towards others. Pupils are taught about citizenship, relationships, well-being and staying safe, including when online.

Staff are proud to belong to this vibrant community. They feel well supported by leaders. Staff appreciate the training they receive.

It helps them to develop in their roles well. Governors and trustees have a clear and accurate understanding of the school's strengths and weaknesses.

Most parents endorse the work of the school.

They commend the approachable, knowledgeable and encouraging staff, and appreciate the many opportunities that their child receives. Some parents, however, feel that the school should do even more to support their child.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Since the pandemic, some pupils have developed gaps in their knowledge which are not always successfully addressed by teachers. As a result, in a couple of subjects, pupils do not achieve as well as they could. The school should ensure that all staff are well supported to use the best teaching methods to address these gaps so that all pupils can achieve well.

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