Langton Green Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils become confident and inquisitive learners at this warm and inclusive school. They embody the school culture of mutual respect through their caring and courteous behaviour.

Pupils, including those with special educational needs and/or disabilities (SEND), meet the high expectations of teachers through their excellent conduct and strong achievement in class. Pupils play cooperatively and joyfully at breaktimes.

Pupils enjoy attending the school and know that teachers work hard to keep them safe.

Pupils are enthusiastic learners. They work purposefully and participate excitedly in learning. Pupils show a love for reading and discuss passionately the wide ...range of stories and books that they study.

Pupils have a wide range of opportunities to develop their leadership skills. They act as sports leaders and plan activities at breaktimes or become buddies for pupils who may be experiencing friendship issues. Pupils also apply for positions on the junior leadership team or pupil voice council.

They meet regularly with leaders to discuss their ideas and propose changes. Pupil leaders value the roles and the difference that they make to the school. For example, they contributed to the design of the school's well-being garden.

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

The school has designed a broad and ambitious curriculum that provides pupils with the essential skills and knowledge that they need to be successful. They have sequenced the curriculum carefully from Reception Year to Year 6, enhancing pupils' learning with extra-curricular activities, visits and trips. For example, pupils took part in a drumming workshop as part of their learning about African history.

Teachers know the needs of their pupils well. Staff carefully plan provision to support pupils with SEND. Disadvantaged pupils, including those with SEND, are well supported.

Teachers plan a range of adaptations and activities to ensure that these pupils learn important knowledge and skills.

Teachers have strong subject knowledge. They explain learning clearly and follow up with effective questioning to check on pupils' understanding.

Teachers use these checks and more formal assessments to plan activities to ensure that pupils keep up with learning. However, in some subjects teachers do not design activities carefully enough and consequently pupils do not deepen their learning.

Pupils achieve well in national examinations and learn the important knowledge and skills that they require for their next steps.

They develop a rich vocabulary and produce good-quality work which becomes increasingly more complex over time. For example, pupils in Year 1 make simple sculptures in clay before producing more intricate soap sculptures in Year 6.

The school teaches pupils to become confident and fluent readers quickly.

Teachers use a well-designed scheme to teach phonics. They explain phonics very clearly to pupils, quickly helping those who have misconceptions. Teachers regularly assess pupils' phonics knowledge and use this information to identify any gaps in their learning.

Staff plan activities that help these pupils catch up quickly.

Pupils develop exceptional attitudes to learning. These begin in Reception Year, where pupils cooperate well and show great perseverance.

Pupils listen attentively and contribute enthusiastically in lessons. They have high expectations of themselves and of each other. Pupils respond positively to the schools' well-established routines.

The school has prioritised attendance. Staff monitor pupils' attendance and punctuality rigorously and use this information to offer a wide range of support to pupils and families. Pupils attend frequently and this is improving over time.

The school has prioritised pupils' personal development. Pupils develop an age-appropriate understanding of important concepts such as personal budgets or how to stay safe online. For example, they learn about financial responsibilities from local bank staff.

The school enriches the curriculum through a wide range of carefully considered experiences. For example, pupils improve their artistic skills through their work with an 'artist in residence'. Pupils have opportunities to consider philosophical questions and discuss these sensitively in their lessons and assemblies.

Pupils benefit from the exceptionally wide range of opportunities on offer that help them to develop their skills and talents. They participate enthusiastically in clubs and activities such as fencing, creative writing or table-top wargames. Pupils proudly represent the school in a variety of events such as swimming competitions and ambitious school performances.

For example, pupils produced an outdoor production of 'Romeo and Juliet', where they performed several technical roles and acted as the 'house band'.

Governors have a strong understanding of the school's strengths and areas for development. They work with leaders closely to develop new policies and practice.

All leaders carefully consider the well-being of staff. The school's approach to staff well-being helps them to manage their workload and prioritise tasks.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not design activities carefully enough. As a result, pupils do not learn what is intended. Leaders should ensure that teachers design activities that implement the ambitious curriculum consistently well across all subjects.

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