Langdon Academy

Inspection of a school judged good for overall effectiveness before September 2024: Langdon Academy Sussex Road, East Ham, London E6 2PS

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Inspection dates: 22 and 23 October 2024

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school's work may have improved significantly across all areas since the previous inspection. The school's next inspection will be a graded inspection.

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Outcome

The principal of this school is Jamie Brooks. This school is part of Brampton Manor Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Dayo Olukoshi, and overseen by a board of trustees, chaired by Marion Jean Faust.

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What is it like to attend this school?

Pupils at this exceptional school acquire the skills and knowledge that they need to be successful at school and beyond. They develop the ‘Langdon skillset’ and consistently demonstrate their confidence, independence, empathy and resilience.

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What is it like to attend this school?

The curriculum is highly ambitious for all pupils. This includes pupils with special educational needs and/or disabilities (SEND). Across the curriculum, pupils achieve exceptionally well.

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What is it like to attend this school?

Behaviour around the school is very positive. Pupils are kind and they support each other inside and outside of lessons. Pupils, parents and carers, and teachers work together as a team to help pupils to be successful. The school is constantly working to improve the attendance of pupils. It has whole-school strategies to do this but also understands the importance of having an individual approach. Pupils feel safe and are kept safe at the school. They also learn about how to keep themselves safe.

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What is it like to attend this school?

Pupils’ personal development runs through all that happens at the school. Pupils take part in a wide range of clubs closely matched to their interests. These include chess, orchestra and a variety of sports clubs for girls and boys. The school has created a culture of pupil leadership and pupils make a difference to school life through their roles as form representatives and prefects. 22 and 23 October 2024

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

The school curriculum is highly ambitious for all pupils and has the English Baccalaureate at the heart of it. From early years onwards, pupils’ learning develops and deepens successfully over time. This is because the school has ensured that the curriculum is carefully sequenced to allow pupils to build upon prior knowledge. Pupils develop a complex understanding of the subjects they study. This is well demonstrated by the language that pupils use when talking about their learning. There are a very small number of subjects in which published outcomes are not reflective of the exceptional quality of education that the school provides. Where this is the case, leaders take swift and effective action to bring about improvement so that pupils achieve even more highly.

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

Beginning in the Reception Year, reading sits at the heart of the curriculum. It is prioritised across all subjects. Leaders have ensured that the phonics programme is carefully tailored to the needs of pupils. Staff use precisely planned assessments to quickly identify any gaps in pupils’ knowledge. This allows teachers to put in place appropriately targeted extra help for pupils who need it so that they catch up swiftly. Pupils are confident readers and love reading.

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

In both the primary and secondary phases, the resourced provisions for pupils with autism provide the precise support that pupils need to learn the school’s rich and ambitious curriculum. Within lessons, pupils with SEND are well supported, including through appropriate adaptations. As a result, pupils successfully build their knowledge alongside their peers. Pupils with SEND thrive here.

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

Teachers check pupils’ understanding regularly and precisely. They correct any misconceptions that pupils may have. Teachers adapt their lessons and the planned tasks when necessary to help make learning accessible for all pupils. Pupils develop an understanding of their strengths and what they need to do to get better in the subjects that they study.

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

Leaders have recently refined the behaviour systems at the school. Both pupils and staff say that this has resulted in a positive improvement. The school’s high expectations are well understood by all. This leads to the school being a positive learning environment where everyone supports each other. Pupils develop the confidence and skills to learn independently, including in early years. They know staff will help them should they need support.

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

The school’s work to promote pupils’ personal development and welfare is excellent. Leaders place a high focus on pupils’ emotional well-being and, as a result, pupils demonstrate positive attitudes to their learning experiences. They value the wider opportunities that enrich the curriculum and are purposefully planned. For example, pupils have lessons to support their holistic development, and these include topics related to finance, mental health and revision strategies. Pupils are also taught how to keep themselves safe in both the virtual and real worlds. They can explain their learning about keeping themselves safe in detail. Pupils are kind and polite to one another. 22 and 23 October 2024

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The school supports staff extensively with their professional development. The school also supports the well-being of staff through careful consideration of their working week and by taking away any tasks which are not benefiting the learning of the pupils.

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The governing body provides strong support and guidance to the school.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness on 8 and 9 May 2019.

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How can I feed back my views?

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. 22 and 23 October 2024

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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). 22 and 23 October 2024

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School details

Number of pupils on the school roll 2094

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School details

Dates of previous inspection 8 and 9 May 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is a part of Brampton Manor Trust.  The school uses two registered alternative provision.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.  The school has two resourced provisions for pupils with autism (one for those in the primary phase and one for those in the secondary phase).

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school. 22 and 23 October 2024

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 Inspections are a point-in-time evaluation about the quality of a school's education provision.  Inspectors met with the CEO, the governors, the principal, the head of the primary phase and other senior members of staff.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the 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 culture around safeguarding that puts pupils’ interests first.  The inspectors considered the views of parents shared through the Ofsted online survey, Ofsted Parent View. They gathered the views of pupils and staff through the online pupil and staff surveys, as well as through discussions conducted throughout the inspection.

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Inspection team

Luke Stubbles, lead inspector His Majesty's Inspector

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Inspection team

Dr Okolo-Angus Ofsted Inspector 22 and 23 October 2024

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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 children looked after, safeguarding and child protection.

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