Langley Mill Academy

Highlights from Latest Inspection

What is it like to attend this school?

This is a friendly and caring school with the local community at its heart. Relationships between staff and pupils are strong. Pupils benefit from close pastoral support, from staff who know them well.

This helps pupils to feel happy, valued and safe. They love coming to school and engage well with their learning.

The school's culture is inclusive.

Pupils are kind to each other and show respect for others. Their behaviour is very positive. Pupils know the school's values and follow them closely.

They say that bullying rarely happens and trust staff to resolve any concerns.

Staff have high aspirations for what pupils can achieve. Pupils study... an ambitious curriculum.

They take every chance to read, choosing books from the wide range available. Pupils also get plenty of opportunities to explore the world beyond their own experiences. Year 6 pupils, for example, visit the Eden Camp Modern History Museum to develop their knowledge of the Second World War.

Pupils also enjoy visits from inspirational people, such as Team GB athletes. These opportunities help pupils to become confident individuals. One pupil said, 'I want to be kind, brave and a voice for change.'



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

The school has planned what pupils will learn carefully. There is a keen focus on making sure that the curriculum is ambitious for all. The school is committed to making learning an immersive experience.

This approach helps pupils to connect with the content of the curriculum and apply their learning beyond the classroom.

Reading is a priority. Pupils are highly motivated readers.

They love choosing from the '100 best reads' available for each year group. Pupils at the early stages of learning to read receive support with phonics. They read books that are matched carefully to the sounds that they know.

Most pupils learn the sounds they need to become fluent readers. However, sometimes, staff do not provide the precise support that pupils need to secure their phonics knowledge. This hinders pupils' ability to catch up quickly.

Teachers have strong subject knowledge. They use this knowledge well so that pupils understand the most important curriculum content. Pupils learn important vocabulary for each subject.

British Sign Language is taught alongside this to help pupils remember these important words. Teachers check pupils' learning and use this information to plug any gaps in knowledge. Sometimes, however, staff do not provide sufficient opportunities for pupils to recall what they have learned previously and apply it to new learning.

This means that some pupils struggle to remember what they have learned and to build secure knowledge.

The school identifies any pupils with special educational needs and/or disabilities carefully. There are appropriate targets in place for these pupils to ensure that they receive support that is suitable.

Staff make appropriate adaptions to learning for these pupils, including for those with a hearing impairment.

Pupils' behaviour is typically strong. They commonly demonstrate the school's key value of respect.

Pupils move around the school quietly and show consideration for others. Parents and carers appreciate that their children feel safe and receive high-quality care.

Opportunities for pupils' personal development are exceptional.

Every decision is made with the needs of pupils in mind. Rich experiences are woven through every part of the curriculum. There are plentiful opportunities for pupil leadership, such as through the 'sustainability team'.

Here, pupils grow their own produce, gaining knowledge of where food comes from as the farmers themselves.

Pupils learn about different religions and cultures, for example through faith walks. They have a deep understanding of diversity and equality and celebrate differences.

Pupils learn how to stay safe online. Some pupils proudly teach others about online safety as part of the 'IVengers' team.

Staff are overwhelmingly positive about the support they receive from the school.

It is clear that staff's workload and well-being are considered carefully. Trustees know the school well and provide appropriate support and challenge to help the school continue to improve.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• For some pupils, the quality of support to improve their knowledge of phonics varies. As a result, these pupils do not improve their reading fluency and accuracy as quickly as they should. The school should ensure it supports staff to deliver phonics lessons consistently well, so that pupils in the early stages of reading catch up as swiftly as possible.

• Sometimes, staff do not provide pupils with sufficient opportunities to link new learning to what they know already. When this is the case, pupils sometimes struggle to recall what they have learned in these subjects in sufficient detail. The school should ensure that the way the curriculum is implemented gives pupils plenty of opportunities to deepen their knowledge and understanding of each subject.