The Langley Academy Primary


Name The Langley Academy Primary
Website http://www.langleyacademyprimary.org
Ofsted Inspection Rating Outstanding
Address Langley Road, Langley, Slough, SL3 7EF
Phone Number 01753214450
Type Academy
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 501 (48.9% boys 51.1% girls)
Number of Pupils per Teacher 20.8
Academy Sponsor The Arbib Education Trust
Local Authority Slough
Percentage Free School Meals 9.5%
Percentage English is Not First Language 23.4%
Persisitent Absence 5.4%
Pupils with SEN Support 13.8%
Catchment Area Information Available Yes
Last Distance Offered Information Available No
Highlights from Latest Full Inspection
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Information about this school

The Langley Academy Primary is part of The Langley Academy Trust, which includes a secondary school and another primary school. The trust was created by, and remains under the sponsorship of, the Annabel Arbib Foundation, the charitable trust that supports the philanthropy of Annabel Nicoll. The Langley Academy Primary opened in September 2015 with three Reception classes. Since that time, it has expanded by three classes each year, with an intake of up to 90 pupils each time. There is currently a Nursery class with morning and afternoon sessions and three classes in each of Reception, Year 1 and Year 2. The school plans to continue to expand until there are pupils from Reception to Year 6. The proportion of disadvantaged pupils is below the national average. The proportion of pupils who have SEN and/or disabilities is below the national average. The proportion of pupils who speak English as an additional language is similar to the national average.

Summary of key findings for parents and pupils

This is an outstanding school Parents are highly complimentary about this outstanding school. They are delighted with the care and education that their children receive. The sponsor’s strong and unwavering vision to provide high-quality education to younger members of the community has been realised. Leaders and those associated with governance are united in their approach to providing an innovative curriculum, tackling disadvantage and reaching the highest standards. Since the school opened, the headteacher has worked tirelessly to ensure that everyone understands and lives up to her high expectations. As a result, the quality of teaching and learning is outstanding. Leaders have designed a curriculum that sparks the interest of pupils and inspires them to acquire knowledge quickly and develop skills and attitudes that help them to learn very well. The school’s focus on museum learning gives pupils a rich range of experiences that bring the curriculum to life. This helps pupils to appreciate what is special and what it means to be British and to understand different cultures. Pupils are typically engrossed in their learning. They are taught to make choices about their learning and to build on their interests. Pupils’ behaviour is often exemplary. Staff know every pupil as an individual. Pupils are exceptionally well cared for and feel very safe at school. Staff are quick to spot if pupils are not feeling or doing their best, and provide additional support. Children make an exceptionally good start to school in the early years. Teachers plan extremely well, and this allows children to thrive when learning indoors and outdoors. Teachers in key stage 1 build on the firm foundations that pupils gain in the early years. As a result, pupils make rapid progress in developing their knowledge, understanding and skills across the curriculum. They have a thirst for knowledge, a questioning mind and an eagerness to share what they already know. Governors know the school really well. They have excellent skills and expertise that allow them to challenge and support leaders to achieve excellent outcomes. Leaders recognise that as the school continues to grow they will need to nurture the best teachers to become successful leaders to sustain the outstanding outcomes achieved. Attendance is broadly average. The school’s relentless work to improve the attendance of a few disadvantaged pupils has not yet led to better attendance for this group.