Leigh Academy Longfield

Inspection of Longfield Academy Main Road, Longfield, Kent DA3 7PH

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Inspection dates: 26 and 27 September 2023

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Sixth-form provision Outstanding Previous inspection grade Good

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Overall effectiveness Good

The principal of this school is Felix Donkor. The school is part of Leigh Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Simon Beamish, and overseen by a board of trustees, chaired by Frank Green. 26 and 27 September 2023

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What is it like to attend this school?

This inclusive school has high expectations of all pupils’ achievement and behaviour. The school values of ‘being respectful, being aspirational and being caring’ are threaded through daily life here. Pupils with special educational needs and/or disabilities (SEND), including those attending the specially resourced provision, The Spectrum Centre, are fully integrated into school life. Vigilant, well-trained staff make sure that pupils are safe. Pupils are known as individuals and their well-being is a high priority. Pupils say that bullying happens occasionally. When it does, nearly all pupils trust staff to deal with it effectively.

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What is it like to attend this school?

Through its curriculum, the school helps pupils to learn about being global citizens and to develop an international perspective. The school has links with other schools across the world. Pupils value their teachers and work hard. Pupils understand that the school expects ‘disruption free learning’ during lessons and almost all live up to these expectations. Through roles such as ‘eco reps’ and student leaders, pupils play a meaningful part in school life. They know that staff are keen to listen to their views and will act on them.

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What is it like to attend this school?

Students in the sixth form receive an exceptionally strong education. They are very well prepared for their next steps. Students enjoy a broad, well-considered enrichment programme and are very positive about their experience here.

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better?

The school is determined that all pupils receive an ambitious, rounded education. Almost all pupils in Year 10 now study the full range of English baccalaureate subjects. In the sixth form, the number of students studying A levels in subjects such as mathematics has grown significantly.

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better?

School leaders, well supported by trust staff, constantly refine the curriculum to make sure it is both challenging and accessible for all pupils, including those with SEND. The curriculum is well-sequenced so that pupils build on what they already know. Pupils benefit from teachers’ strong subject knowledge. In the sixth form, students achieve exceptionally well thanks to their teachers’ expertise and strong support. Across most subjects, teachers present ideas clearly and ask pertinent questions to check that pupils have understood. Teachers spot and address pupils’ misconceptions effectively. They ensure that pupils have the resources they need to learn well.

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better?

Following the pandemic, pupils’ GCSE outcomes dipped. They did not achieve as well as they had done before the pandemic. However, achievement is now improving again across most areas, including for pupils with SEND. In a couple of subjects, however, many pupils continue to have stubborn gaps in their learning. These gaps have not yet been successfully addressed by their teachers. This means that pupils are not currently achieving as well as they could. 26 and 27 September 2023

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Behaviour around the school is calm and orderly. Expectations of how pupils should conduct themselves are very high. Sixth-form students are exceptionally mature, acting as role models for younger pupils. Pupils are polite and courteous. Nevertheless, a few pupils very occasionally behave in a way that is not acceptable. Staff deal with this swiftly and appropriately. If a pupil with SEND finds it hard to behave well, staff deal with this sensitively. In lessons, almost all pupils focus well on their work.

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Since the pandemic, too many pupils have not attended school regularly. This has affected their learning and achievement. Thanks to a raft of supportive measures put in place by the school, attendance is now rising again.

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The school offers a broad and rich personal development programme. It provides pupils with strong pastoral support, including support for pupils’ mental health. Regular trips and visits help make learning relevant for pupils. For example, pupils enjoy seeing Shakespeare plays at The Globe theatre, and visiting galleries and historical sites. The school offers extra-curricular clubs which develop pupils’ talents and interests well. Pupils with SEND participate regularly in these activities. A comprehensive careers programme provides pupils and sixth-form students with helpful support and guidance when considering their next steps. The school teaches pupils to appreciate inclusivity and this helps them to behave respectfully towards others. Pupils are taught about citizenship, relationships, well-being and staying safe, including when online.

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Staff are proud to belong to this vibrant community. They feel well supported by leaders. Staff appreciate the training they receive. It helps them to develop in their roles well. Governors and trustees have a clear and accurate understanding of the school’s strengths and weaknesses.

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Most parents endorse the work of the school. They commend the approachable, knowledgeable and encouraging staff, and appreciate the many opportunities that their child receives. Some parents, however, feel that the school should do even more to support their child.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Since the pandemic, some pupils have developed gaps in their knowledge which are not always successfully addressed by teachers. As a result, in a couple of subjects, pupils do not achieve as well as they could. The school should ensure that all staff are well supported to use the best teaching methods to address these gaps so that all pupils can achieve well. 26 and 27 September 2023

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 26 and 27 September 2023

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School details

Type of school Secondary comprehensive (non- selective) School category Academy sponsor-led

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provision

Number of pupils on the school roll 1035

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CEO of the trust

Date of previous inspection 17 and 18 April 2018, under section 5 of the Education Act 2005

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Information about this school

 The school is part of Leigh Academies Trust. The trust has 31 primary, secondary and special schools in the South East.  The academy is an International Baccalaureate world school, offering the middle years programme at key stage 3.  The school has a specially resourced provision, The Spectrum Centre, for pupils with autism. Currently, 43 pupils attend this provision.  The school currently uses two registered alternative providers. 26 and 27 September 2023

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with academy leaders, including the principal, vice-principals, special educational needs coordinator and other subject leaders.  The lead inspector met with the trust’s chief executive office and academies director.  The lead inspector met with five members of the local governing board and spoke to the chair of trustees.  Deep dives were carried out in these subjects: English, science, modern foreign languages, history, performing arts, art and design and photography. For each deep dive, inspectors discussed the curriculum with leaders, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work.

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Information about this inspection

 To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record, took account of the views of leaders, staff and pupils, and considered the extent to which the school has created an open and positive safeguarding culture that puts pupils’ interests first.  The inspectors gathered evidence to explore the impact of pupils’ behaviour and attendance, and the school’s wider curriculum.  Inspectors talked to pupils and staff throughout the inspection to gain their views about the school. This included the views of pupils and staff submitted via Ofsted’s confidential surveys.  Inspectors considered the views of parents submitted via email and the 157 responses via Ofsted Parent View.

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Inspection team

Maria Roberts, lead inspector His Majesty’s Inspector

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Inspection team

Simon Potten Ofsted Inspector 26 and 27 September 2023

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and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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