Langar CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish at this rapidly improving, inclusive and welcoming school. Staff know pupils and their families very well.

The school has a 'family feel' to it. Pupils say they are happy and feel safe here. The school values include fairness, respect and thoughtfulness.

They shine through. The values are consistently reinforced through the school day and during collective worship. Pupils understand these values and try to use them in their daily lives.

Staff have high expectations for the vast majority of pupils. They expect pupils to behave well. Pupils do.

Pupils trust staff to sort out any rare issues of bullying swiftly and fairly.

The p...rovision for pupils' personal development is exceptional. Pupils can apply for various responsibilities, including house captains, school council, technicians, reading buddies and librarians.

There are daily opportunities for pupils to discuss and debate questions and issues. They can learn to play various musical instruments and attend different after-school clubs. Pupils are knowledgeable about the protected characteristics.

They understand diversity and British values. The 'Harmony' and 'Pastoral' rooms enable pupils and their families to receive extra support.

Many parents hold positive views of the school.

One typical comment was, 'It is lovely and caring and they really know the children.'

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

Leaders have thought carefully about the curriculum. It is ambitious.

The knowledge and skills that leaders want pupils to learn, and when, are clear. This is also the case for pupils with special educational needs and/or disabilities (SEND) and for children in the early years. Teachers have good subject knowledge.

They present information clearly. Teachers use assessment wisely. It is not over-burdensome.

Assessment helps pupils to remember what they have learned and teachers to spot any gaps in pupils' knowledge. However, teachers do not always adapt their lessons, including phonics lessons, for those pupils who are struggling to keep up. Consequently, this small group of pupils are not progressing as well as they could.

Leaders have prioritised reading. A new phonics scheme has recently been introduced. Consequently, there is now a consistent approach to teaching phonics in the early years and key stage 1.

Staff have received some training. They ensure that pupils' reading books match the phonic sounds they are learning. This work is ensuring that most pupils are becoming confident and fluent readers.

The school is calm and orderly, yet busy. Pupils follow sensible routines. They behave well during lessons and social times.

Incidents of very poor behaviour are rare. Pupils take an active role in lessons. They readily answer teachers' questions.

They are keen to learn. Attendance is generally high. Pupils arrive to school on time.

Leaders have thought very carefully about pupils' personal development. The curriculum encourages pupils to think carefully and learn about a wide variety of topics. These include self-identity, discrimination, resilience, healthy lifestyles, communication and coping with change.

Pupils have an age-appropriate understanding of health and relationships education. Pupils particularly benefit from the daily discussions over lunch. They talk with each other about topical news stories or think about questions such as, 'Can you manage under pressure?' Pupils are rewarded for consistently displaying the school's values by being 'hot-chocolate heroes'.

This work is preparing pupils very well for life in modern Britain.

Pupils with SEND are getting a good deal here. There are clear procedures to help identify those pupils who might need extra help.

Staff have received appropriate training, for example, in speech and language and dyslexia. Pupils' targets are reviewed frequently. Some pupils access external support from the school and family services team.

Children in the early years get off to a superb start. Staff are skilled in providing children with meaningful and purposeful activities. Children can sustain their concentration.

They share resources well and get on with each other. Staff ask children considered questions. These help to deepen children's thinking and develop their vocabulary.

Relationships between adults and children are warm and positive.

Leaders have successfully addressed the issues highlighted in the previous report. Staff say that leaders are considerate of their well-being and workload.

They appreciate the training courses that are provided for them. The governing body has undergone significant change. Governors now ask appropriate questions in meetings.

They find out for themselves about how well the school is operating. The governing body is now holding leaders fully to account for their actions.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding arrangements have improved dramatically since the previous inspection. Leaders and staff have received appropriate safeguarding training. They are knowledgeable regarding safeguarding issues.

They are vigilant to the potential signs of neglect. Safeguarding records are detailed. There are strong links with outside agencies.

Pupils and their families receive appropriate help and support should they be needed.

Pupils are taught to stay safe when using the internet and when they are close to roads, canals and dogs. Pupils have been made aware of trusted adults who they can talk with should they have a worry.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In lessons, including phonics lessons, a small number of pupils who are struggling to keep up do not receive the help that they need. Consequently, these pupils are not progressing as well as they should. Leaders should ensure that teachers successfully adapt their lessons so that these pupils are supported well and therefore achieve as well as they can.

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