Langham Oaks

Highlights from Latest Inspection

What is it like to attend this school?

Many pupils join the school after facing significant disruption to their education and lives. Some pupils have not attended school regularly prior to joining the school. Staff take time to understand pupils' often complex backgrounds and special educational needs and/or disabilities (SEND).

They help pupils settle well into a stable school life. Staff celebrate important small successes, so pupils build pride and confidence in their own abilities.

Clear behaviour routines provide high expectations and consistency for pupils.

Pupils alter their behaviour and know what is acceptable in their community. Pupils learn from their mistakes. They have high regard for... the staff that care for them.

Pupils build important social skills and form firm friendships with others. When incidents such as racism happen, pupils know the serious consequences. These incidents are rarely repeated.

The personal, social, health and economic (PSHE) and 'outdoor' curriculum supports pupils well in building life skills. Pupils learn to cook healthy meals. Important lessons around risk support pupils to make safe choices.

Pupils enjoy sports. This helps them to keep fit and healthy. Opportunities such as sailing, 'coastal school' and the Duke of Edinburgh's Award scheme take pupils beyond their day-to-day lives and prepare them well for 'life after Langham'.

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

Since the previous inspection, the school and trust have improved the curriculum. All pupils access a range of curriculum subjects through three bespoke 'pathways'. Each subject is broken down into helpful building blocks that support pupils to grow their understanding.

The curriculum is adapted well around the accurately identified needs of the pupils. The life skills curriculum, for instance, equips pupils with the tools to build effectively on their social and emotional knowledge.

Many pupils have gaps in their learning prior to starting the school.

High-quality checks on what pupils already know support the school to know the help pupils need in class. Staff know the pupils well and so choose effective methods to engage pupils with their work. As pupils progress through the school, they achieve success and access important qualifications that help them access colleges and other destinations.

The curriculum contains a variety of opportunities for pupils to read a growing range of books. Regular exposure to different texts helps pupils build their vocabulary knowledge. Staff quickly spot any pupil who finds reading difficult.

Targeted, effective support helps pupils to catch up and improve their reading knowledge.

Alongside the curriculum, pupils access a range of high-quality pastoral support and therapy. This matches closely to pupils' varied and complex SEND needs.

Staff give pupils the tools to deal with their emotions and feelings. Pupils know how to self-regulate their behaviour so they can remain focused on their learning.

The improved approach to dealing with behaviour is working well.

The number of suspensions and serious incidents continues to reduce. Most staff know the 'scripts' and techniques to de-escalate any challenging behaviour. The school's actions have a marked effect on improving pupils' behaviour and attitudes to learning.

There are rare occasions, however, where a small number of staff do not use the techniques as well as they should. This affects how well pupils' behaviour is supported.

Prior to starting in the school, some pupils had significantly low attendance.

The school works determinedly with a range of agencies to get pupils to attend school regularly. As a result, many pupils now attend school more often than they did. Despite this, a small number of pupils are still missing out on their education.

The PSHE curriculum is adapted around the changing needs and risks pupils experience effectively. Pupils know how to keep safe online and in the community. A well-planned careers programme enables pupils to learn about the options available to them when they leave the school.

Staff and the trust put the pupils at the centre of their work. They work together to break down the barriers pupils face and give pupils the necessary care and support they need.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A small number of staff have not got to grips with the school's approach to supporting pupils with their behaviour. This means, on occasion, pupils take longer to regulate their behaviour. The school should ensure all staff have the necessary support to implement the school's behaviour strategies consistently well.

• A small number of pupils are still absent from the school too often. They are missing out on the good education and experiences the school is offering. The school should continue to work closely with the families and other agencies to support pupils to return to school and improve their attendance.

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