The Langley Heritage Primary

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending The Langley Heritage Primary.

This is a school in which they are well cared for, and safety is the top priority.

Pupils find their learning interesting and engaging. It is also appropriately challenging.

One pupil told us that 'we get challenged to see how far we can push our limits'. Pupils learn well in a range of subjects, including English, mathematics and science.

Pupils benefit from the school's distinctive approach to learning.

There is a helpful focus on bringing learning to life, using museum objects, stories, skills and outside learning. Consequently, all pupils benefit from the same experiences. For example,... during the rugby world cup, the Year 5 pupils visited the World Rugby Museum as part of their project to design a sports kit.

Pupils behave well throughout the school day. They are fully engaged in lessons and enjoy playing together at breaktimes. Pupils have no worries about bullying because they know that their teachers will deal with any problems.

One pupil told us that there is no bullying because the headteacher simply would not allow it.

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

Leaders have successfully improved every aspect of the school since the previous inspection. This is now a school where all pupils achieve well across a range of subjects.

The pastoral care provided, especially for the most vulnerable pupils, is a strength of the school. Staff particularly enjoy working here. They know that their well-being is important to trustees and leaders.

Leaders at all levels share the same passion for high-quality education, based on the school values of curiosity, exploration and discovery. They ensure that pupils are excited by their learning and that none are disadvantaged in any way. For example, the school organised a trip to the London museums for the weekend following the inspection, with 250 pupils and family members due to participate.

Pupils learn well because teaching builds on previous knowledge. Pupils' learning experiences, including relevant trips, help them to remember what they have learned. Teachers also make helpful links between different areas of learning.

In a few subjects, teachers are not yet fully clear about the expected progression of knowledge and skills. Consequently, the quality of learning is not consistently high in all subjects.

Teaching staff know the pupils very well.

Their teaching takes into account the needs of pupils differing abilities. Any additional learning or emotional needs, for example for pupils with special educational needs and/or disabilities (SEND), are quickly identified. Their needs are met well so that they can learn the full range of subjects.

Pupils start learning to read as soon as they join the school. Initially, there is a strong and effective focus on learning phonics. Extra help is quickly given to any pupils who struggle.

For example, they read daily to an adult. This helps them to catch up with their classmates. Pupils also learn to understand what they are reading.

However, some pupils read well, but do not fully understand what they are reading.

Children get off to a good start to the school in the early years classes. The nursery children are as focused as their older peers, for example in phonics lessons.

They also greatly enjoy learning through play, with teachers skilfully planning activities to engage them and develop their learning. Similarly, in the Reception classes, children are happily engaged in a range of meaningful activities, in and out of the classroom. As a result, they learn well and develop positive attitudes to learning.

Pupils enjoy learning because they are taught well. All classrooms have a calm and purposeful atmosphere. Relationships between staff and pupils are positive and nurturing.

Behaviour is equally good outside the classrooms. Lunchtime controllers have been well trained and carry out their role conscientiously. Peer mediators, older pupils chosen especially for this role, help to ensure that everyone enjoys a happy lunchtime.

Pupils benefit from many opportunities to develop skills and attitudes that will help them in later life. For example, by keeping chickens and goats in the school grounds, pupils learn about how the law works by exploring animal welfare regulations. Through their learning, pupils reflect on the many cultural influences that have shaped British history.

Parents are fully included in the work of the school. For example, during the inspection, there was a well-attended and helpful reading workshop for parents with children in the nursery.

Safeguarding

The arrangements for safeguarding are effective.

Pupils' safety and well-being is the first priority for everyone who works at this school. Leaders have trained staff particularly well about how to keep pupils safe. As a result, all staff are quick to spot if a pupil might be in danger of harm.

Leaders work with speed and determination to ensure that pupils receive any extra help they might need.

Pupils know that staff will look after them and respond to any concerns they raise. They told us that they feel safe in school.

Pupils gave us many examples of how the school keeps them safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Senior and middle leaders have developed a clear curriculum intent for every subject included in the inspection. For most subjects, teachers have had effective training and support to implement this intent effectively in the classroom, using the school's well-embedded approach to learning.

Leaders need to ensure that teachers are well trained in every subject so that they understand the planned sequence of knowledge and skills and that pupils' learning is consistently strong across the whole curriculum. . Phonics is taught effectively from the moment pupils join the school.

This enables almost all pupils to quickly become fluent readers. Although comprehension skills are also being taught, for some pupils their ability to decode words exceeds their ability to comprehend what they are reading. Leaders need to review their approach to the teaching of reading so that pupils develop their comprehension skills at the same rate as their decoding skills, leading to raised standards in reading at key stage 1 and key stage 2.

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