Langley Grammar School

Langley Grammar School

Address: Reddington Drive, Langley, Berkshire, SL3 7QS Unique reference number (URN): 136521

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils achieve consistently high outcomes in national examinations at the end of key stages 4 and 5. Pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), make very positive progress from their starting points. Pupils are extremely well prepared for the next stages of their learning. They successfully move on to well-matched and ambitious pathways for further study or training.

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Achievement Strong standard

Pupils build excellent foundations in mathematics, reading and communication. This allows pupils to achieve well across the wider curriculum, where they apply their skills and knowledge effectively. Pupils generally keep up with the curriculum demands very well. Where this is not the case, pupils are supported effectively to close any gaps they have in knowledge so they do not fall behind. Pupils are confident to discuss their learning and justify their thinking. This supports pupils in building and refining their knowledge securely over time.

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Attendance and behaviour Strong standard

Leaders have high expectations for attendance that are clearly understood by pupils, their parents and carers. Pupils consistently meet these expectations and attend school regularly and punctually. There are very few pupils who are persistently absent. For those pupils who have barriers to positive attendance, leaders take highly effective steps to address this so that absence is minimised.

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Attendance and behaviour Strong standard

Pupils' behaviour around the school is calm and purposeful. Pupils routinely meet the very high expectations that staff have of them. In lessons, pupils show self-discipline and consistently positive attitudes to learning. Pupils are motivated to be successful in their education. As a result, they are sharply focused on their studies and able to work independently without distracting others. Pupils are kind, courteous and proud to be part of the school. There are caring, mutually respectful relationships between staff and pupils. This helps pupils to feel safe and well supported. Pupils who have greater challenges in managing their own behaviour are well supported. Staff provide helpful support that allows pupils to make positive choices and to manage their behaviours effectively. Any incidents of poor behaviour or bullying are dealt with swiftly and robustly.

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Curriculum and teaching Strong standard

Leaders have established an ambitious and well-sequenced curriculum. They regularly monitor the quality of teaching to ensure that pupils have consistently high-quality learning experiences. Teachers know their subjects very well. They explain new learning clearly and precisely. Pupils rise to teachers' high expectations of what they can do.

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Curriculum and teaching Strong standard

Teaching is highly effective. For example, teachers design lessons that are engaging and purposeful and encourage collaboration. Pupils are encouraged to explore and discuss their learning. This supports pupils to deepen their knowledge over time. Teachers make well- considered activity choices. Across the school, pupils are able to direct their own learning well. They are able to work independently but also recognise when to ask for additional support. Where needed, staff adapt teaching so that pupils with special educational needs and/or disabilities can learn as ambitiously as their peers. Teachers use assessment effectively to identify and address any gaps pupils have in their knowledge.

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Curriculum and teaching Strong standard

Staff ensure that pupils have many opportunities to enhance and refine their reading, communication and mathematical skills. This allows pupils to learn consistently well across the wider curriculum, where they confidently apply this knowledge.

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Leadership and governance Strong standard

Leaders are highly ambitious for all pupils, consistently acting in their best interests. Leaders have a secure understanding of the school's strengths, which they are proud to celebrate. They have an accurate understanding of the most important priorities for further improvement. As a result, the sustained impact of leaders' actions is highly evident in pupils' positive achievement, wellbeing and behaviour. Occasionally, leaders are slightly less precise in their understanding of where practice could be sharpened. Leaders recognise where this is the case. They are taking effective and rapid action to ensure that there are the same high standards across all areas of the school's work.

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Leadership and governance Strong standard

Leaders ensure that staff benefit from opportunities for professional learning. These align to the school's ethos and strategic priorities. Staff value the positive culture for ongoing training and development, and the support they are offered to continually develop their expertise. Leaders collaborate effectively with other schools to share their successes, particularly around the use of digital technology to enhance pupils' experiences. Teachers at the earliest stages of their career are supported effectively in their development.

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Leadership and governance Strong standard

Governors understand their statutory responsibilities. They provide valuable support to the school and hold leaders to account rigorously. Leaders and governors regularly seek the views of important stakeholders, such as parents and carers, pupils and staff, to ensure the whole community is positive and working together. Staff appreciate how considerate leaders are of their workload and wellbeing. They are very proud and happy to work in the school. Parents and carers are consistently positive about the school's community ethos and the high quality of their children's education.

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Personal development and wellbeing Strong standard

Pupils, including those who are disadvantaged, are extremely well supported in their personal development. They are knowledgeable about how to stay safe online and in the community. They learn about healthy relationships. Pupils have a clear and detailed awareness of how to maintain positive physical and mental health. Pupils have a deep- rooted sense of equality. They understand the different types of characteristics that are protected from discrimination in law. Pupils have a clear sense of right and wrong, recognising why discrimination of any type is unacceptable. Pupils celebrate diversity and welcome the knowledge they develop about different cultures, faiths, traditions and identities. Often, sixth-form students help bring this learning to life for younger pupils.

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Personal development and wellbeing Strong standard

Pupils are well prepared for life in modern Britain. Pupils understand the importance of justice and the meaning of democracy. The school provides many valuable opportunities for

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Expected standard

pupils to share and discuss their perspectives. Pupils learn how to debate and challenge one another's thinking appropriately. As a result, pupils develop their opinions in an informed manner, avoiding conflict.

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Expected standard

Across the school, pupils are highly responsible. They welcome the many opportunities available to them for developing their leadership skills and giving back to the community. For example, 'young health champions' and 'anti-bullying ambassadors' provide helpful support to their peers. Through the school's house system, pupil leaders encourage community and pride in the school. House captains actively promote the school values, which pupils of all ages consistently model.

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Expected standard

Pupils are thoroughly prepared for the next stages of their education or training. They receive comprehensive careers guidance starting from Year 7. This ensures that pupils follow well-matched pathways as they move through and beyond the school.

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Expected standard

Pupils participate enthusiastically in the vast array of enrichment opportunities on offer. Pupils widen their experiences through many well-considered trips. They explore their talents and interests through a wide range of sporting, academic and creative clubs.

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Post 16 provision Strong standard

Leaders have established a broad post-16 curriculum offer, well matched to the context of the school and the aspirations of students. Teachers have highly secure subject knowledge. They make effective teaching choices that support students to become increasingly independent. As a result, students have very well-established study habits, such as transferring the skills they learn across their studies. Students with additional barriers to their learning are supported effectively. As a result, students, including those who are disadvantaged and those with special educational needs and/or disabilities, achieve extremely positive outcomes in national examinations at the end of key stage 5.

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Post 16 provision Strong standard

Students benefit from high-quality and detailed careers guidance to support their readiness for higher education, training or employment. Students understand their options well. They are thoroughly prepared for both the academic and practical demands of their next steps. Leaders ensure students are offered a rich and varied set of opportunities to enhance their personal development. Students embrace the breadth of leadership roles available to them that are well matched to their interests and talents. For example, 'subject fellows' promote the subjects they are passionate about by coordinating engaging clubs for younger pupils to attend. Students who want to build their confidence in public speaking can deliver lessons or presentations to their peers. Across the sixth form, students model exemplary behaviour and attitudes.

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Inclusion Expected standard

Leaders and staff are ambitious for pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged to achieve as successfully as their peers. They generally identify pupils' individual needs accurately and provide effective support to those with SEND. Occasionally, the school's systems for identifying barriers to learning or development are not as precise as they could be. Leaders regularly assess pupils' progress to establish the impact of any support they are receiving. Leaders work in effective partnership with parents, carers and appropriate professionals to ensure pupils' needs are understood and met. Leaders ensure that specialist support is accessed where it is needed. Sometimes, the systems for assessing and reviewing the impact of provision for pupils with SEND are not as coherently planned as they could be. Leaders are taking appropriate steps to sharpen up this practice to ensure that support is consistently impactful and timely.

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Inclusion Expected standard

Leaders use additional pupil premium funding effectively to ensure that disadvantaged pupils achieve and thrive in line with their peers. Leaders know the barriers that disadvantaged pupils may face to their learning or wellbeing. Staff are supported effectively in developing their expertise to reduce these barriers and meet pupils' needs.

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What it's like to be a pupil at this school

Pupils thrive in this aspirational and welcoming school. Pupils have consistently positive attitudes to their learning and value their education. They attend school regularly and enthusiastically. Pupils are highly motivated to be successful and to achieve ambitious future pathways. Pupils are well supported in their learning through expert teaching. As a result, pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, make excellent progress from their starting points. Pupils consistently secure outcomes in national examinations that allow them to successfully move on to well-matched and ambitious destinations. Pupils who have barriers to their learning and/or wellbeing are typically well supported to reduce any challenges they face.

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What it's like to be a pupil at this school

Pupils enjoy the broad range of subjects available to them. They value how the high academic focus in the school is balanced with many opportunities to enrich their studies and to bring learning to life. Pupils are character-driven. They make positive choices in their learning and behaviours because they know this is the right thing to do. Pupils are self- motivated, independent and highly articulate. They consistently behave in an exemplary manner.

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What it's like to be a pupil at this school

There is a real sense of community across this school. Pupils feel safe, valued and included in all aspects of school life. Pupils develop positive relationships with their peers and mutually respectful relationships with staff. Pupils are confident that they can access help and support where needed. They know that bullying and discrimination happen very rarely and are not tolerated in their school.

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What it's like to be a pupil at this school

Pupils are well prepared for life in modern Britain. They have a clear sense of equality and justice. Pupils have a well-developed understanding of how to share perspectives and resolve differences without conflict. Pupils benefit from a vast array of leadership opportunities that help them to build their confidence further. As a result, pupils are extremely well prepared for their next steps.

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Team inspectors:

Harry Kutty, Ofsted Inspector Julia Mortimore, Ofsted Inspector Paul Gibson, Ofsted Inspector Andrew Morrison, Ofsted Inspector

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Next steps

Leaders should continue to develop the precision with which they make provision for pupils with special educational needs and/or disabilities and those with other barriers to their learning so the support they receive consistently meets their needs and supports them to thrive, learn and achieve well.

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About this inspection

This school is a single academy trust. The trust is overseen by a governing body, chaired by Claire Fitzgerald.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspection activities: Inspectors spoke with the school leadership team, staff, pupils and representatives from the governing body during the inspection.

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About this inspection

Inspectors confirmed the following information about the school: 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.

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About this inspection

The school does not currently make use of any alternative provision.

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About this inspection

Headteacher: David Harding The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2023/24 (revised) 0.2 0.0 Close to average

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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