The Langley Academy

Highlights from Latest Inspection

What is it like to attend this school?

Staff know pupils well and have high expectations of them. Pupils benefit from clearly communicated learning routines that promote appropriate behaviour and conduct. As a result, pupils demonstrate positive attitudes to learning in lessons and achieve well in many subjects.

During social times, pupils are polite and responsive to teachers' instructions. They report that it is easy to be yourself within this inclusive culture with high levels of respect for diversity. Pupils are clear that discrimination in any form is not tolerated in their school.

They delight in their embrace of organised school events, including 'Our Cultural Heritage Day'. Furthermore, bullying is... rare, and pupils have confidence in staff to address any concerns that they might have. Pupils feel safe, and they value the support they receive from a range of staff.

Parents appreciate the education provided at the academy. As one parent commented, 'I know my child will do well, as they have very supportive teachers and the right guidance.' A range of activities, trips and visitors to the school help to bring the curriculum to life.

These are underpinned by 'Museum Learning'. As well as subject-specific opportunities, there are bespoke programmes, including the 'CARPE classics programme', that provide pupils with opportunities that they might not ordinarily have.

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

Leaders are determined to 'set no ceiling to what all pupils can achieve' at the academy.

They have designed an ambitious and broad curriculum that is designed to stretch and challenge all pupils. This includes recent changes to increase the proportion of pupils studying the English Baccalaureate. Leaders have also prioritised reading for all pupils.

There is a clear system for identifying struggling readers in the academy. In key stage 3, pupils benefit from targeted support from well-informed staff.

In most subjects, the curriculum is well organised.

Pupils with special educational needs and/or disabilities are accurately identified and provided with effective support to help them in lessons. Teachers use their expert subject knowledge to explain content clearly and provide appropriate activities for all pupils to learn. In English, for example, pupils are exposed to a range of modern and historical texts to develop their skills of critical analysis.

A small number of subjects are in the earlier stages of developing and implementing a high-quality curriculum. In some subjects, what pupils are to be taught has not yet been precisely identified. This means that it is not yet clear what knowledge is being taught and assessed.

The curriculum offer in the sixth form is also ambitious. Leaders are taking effective action to develop positive learning habits in the sixth form. Many sixth-form students speak positively about the support that they receive in lessons.

Most appreciate the feedback provided by teachers and understand how to use this to improve their work. Leaders have prioritised further actions to improve attendance in the sixth form.

Careers education is in place from Year 7.

Pupils feel well supported to make choices about options and progression to the next stage of their learning. Pupils are also taught appropriate and engaging personal social health education lessons. As a result, pupils talk confidently about age-appropriate relationships and the importance of concepts, including consent and respect.

The school is characterised by mutual respect and tolerance, with excellent relationships between individuals from across the school community. Leaders have developed clear systems and processes for managing behaviour and attendance. The majority of pupils meet leaders' high expectations for behaviour.

When incidents occur that fall short of leaders' expectations, they are dealt with quickly and appropriately.

There are a range of clubs and extra-curricular enrichment activities available for pupils to attend. These include the Duke of Edinburgh's Award scheme, sports, and 'super-curricular' clubs.

Leaders have plans in place to increase pupil attendance at extra-curricular activities so that more pupils can benefit from the opportunities available to them.

Staff, including early career teachers, are appreciative of the training that they receive. Subject-specific support and teaching support are readily accessible through structured time and professional development activities.

Leaders take effective action to support staff to manage workload, and many staff feel well supported by leaders.

Trustees and local governors are ambitious for all pupils. They are highly skilled and demonstrate an accurate and shared understanding of the school areas of strength and areas for further development.

They are taking appropriate evidence-informed approaches to drive improvements and provide school leaders with effective support and challenge.

Safeguarding

The arrangements for safeguarding are effective.

Staff are clear about their safeguarding responsibilities.

They are kept up to date with regular training that provides up-to-date, contextually relevant information and purposeful reminders. Systems and processes are clear and responsive to the needs of the community. Record-keeping is comprehensive and actions taken by leaders are clear, concise and timely.

Leaders work well with external agencies and organisations to support vulnerable pupils, and they have clear pathways for regular and appropriate information-sharing. Pupils benefit from a range of visitors to the school who deliver important age-appropriate assemblies about safety in the local area and beyond.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders are taking action to improve attendance in the sixth form.

However, some students do not attend school often enough. This means that these students do not benefit well enough from the curriculum that is planned for them. Leaders need to ensure that the actions they are taking to improve attendance in the sixth form are carefully monitored and evaluated to make adjustments where actions are not leading to desired impacts.

• In a small number of subjects, leaders have not been explicit about what knowledge and skills that they expect pupils to learn. This means that what pupils are taught in these subjects and, as a result, what they learn and remember is varied. Leaders must ensure that the knowledge pupils are to be taught is precisely identified and informs what is to be assessed.

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