Church Langton Church of England Primary School

School

Address: Stonton Road, Church Langton, Market Harborough, Leicestershire, LE16 7SZ Unique reference number (URN): 145203

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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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Attendance and behaviour Strong standard

Attendance across the school is high. Pupils and their families understand the importance of regular attendance at school. Attendance is consistently above national averages with very low levels of persistent absence. Leaders act quickly when any pupil’s attendance dips. Staff call home on the first day of absence, have open and honest conversations about why pupils are not in school and agree plans with parents and carers. Leaders keep detailed records and work well with other agencies if a child needs help to attend well. When this is the case, the impact is evident.

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Attendance and behaviour Strong standard

Leaders establish a calm, orderly and inclusive environment in which pupils behave consistently well. Routines are well established and embedded throughout the school. Behaviour in lessons and during social times is highly positive. Pupils know what staff expect of them. As a result, pupils are consistently calm, kind and respectful. Older pupils model respectful behaviour, for example, when holding open a door and greeting younger pupils positively. Bullying and any form of discrimination are not tolerated. Incidents are rare and leaders deal with them quickly and fairly. Suspensions are rare and used only when necessary. Leaders ensure that ‘the cove’ provides pupils with the time to regulate their emotions and have calm time when they need it.

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Achievement Expected standard

Many pupils are well prepared for the next stage in their education. Typically, all groups of pupils achieve well from their starting points. At the end of key stage 2, pupils’ outcomes in national tests are consistently above national averages, including the small group of disadvantaged pupils.

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Achievement Expected standard

The outcomes in the phonics screening check are in line with national averages. This is reflective of the provision in school, where most pupils develop fluency and accuracy in early reading.

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Achievement Expected standard

Pupils have the knowledge in reading, writing and mathematics they need to make secure progress through the school's wider curriculum. In some subjects, they recall prior learning with accuracy and talk confidently about what they have learned. For example, pupils in Year 2 talk about their learning in history on votes for women. Pupils’ growing knowledge is also evident in their work. For instance, in Year 5, pupils shared how they develop coding skills in computing.

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Curriculum and teaching Expected standard

Leaders demonstrate a comprehensive understanding of the quality of the curriculum and teaching across the school. They identify where provision is not as effective and provide appropriate support swiftly, including through professional development. Leaders have reviewed and developed the curriculum. Learning is well sequenced and ensures that pupils revisit knowledge to embed their learning. Leaders recognise that pupils need to be able to demonstrate high-quality communication skills. As a result, a focus on developing pupils' vocabulary and opportunities to discuss their views and their learning underpin the curriculum.

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Curriculum and teaching Expected standard

Teachers have detailed subject knowledge. They make links with prior learning, which help pupils to embed their knowledge. This is particularly evident in mathematics and science. In some subjects, teachers do not make these links as clearly, so pupils do not learn as well. Teachers adapt learning opportunities well to meet the needs of pupils with special educational needs and/or disabilities, disadvantaged pupils and those who speak English as an additional language.

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Curriculum and teaching Expected standard

In reading and mathematics, teachers regularly check what pupils have learned. They identify gaps in learning and address these quickly and effectively. There have been some improvements to the teaching of writing. However, misconceptions in spelling, letter formation and grammar are not always addressed.

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Early years Expected standard

Children in early years learn in a friendly and inclusive environment. Staff support children to become inquisitive and independent learners through well-applied routines. Leaders and staff quickly and accurately identify children who face barriers to their learning and wellbeing. They provide effective support for the children who need it. Staff build warm and positive relationships with children and their families, which ensures that children feel safe. Parents are highly positive about the relationship they have with the school.

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Early years Expected standard

Leaders ensure that the curriculum is well taught in Reception Year. Staff make changes to the provision to reflect the needs of children, for example, when increasing opportunities for developing motor skills. Staff check learning carefully, so they can support children to build knowledge and develop vocabulary. Children develop knowledge and skills across the 7 areas of learning. They make secure progress and are well prepared for Year 1.

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Early years Expected standard

Early reading, writing and number skills are prioritised, with opportunities to practise this knowledge through play. Children develop their reading and writing through well-sequenced phonics sessions. Staff support children who need additional help to keep up with their peers. Some staff engage in high-quality interactions with children. This helps the children to develop their communication skills.

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Inclusion Expected standard

Leaders have high expectations of all pupils, including those with special educational needs and/or disabilities, pupils who are disadvantaged, those who speak English as an additional language and those who are known to social care. Leaders identify and check the needs of pupils effectively. Staff know the pupils very well and notice when pupils need more support. Staff provide additional help swiftly. Leaders check that the support is making a difference. Leaders promote an inclusive culture where pupils feel valued and able to take part in all aspects of school life. Leaders use additional funding, including the pupil premium, to ensure that pupils can access an array of enrichment activities, including trips and instrumental tuition. This enables all pupils to access rich experiences.

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Inclusion Expected standard

Leaders work effectively with parents, carers and external agencies to gain as much information as possible about pupils. Leaders use this information, alongside their own checks, to put suitable support in place.

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Inclusion Expected standard

Staff receive effective training to meet the needs of pupils, for example, understanding the impact of trauma on pupils. Staff provide appropriate support for pupils to learn with their peers. This includes time in ‘the cove’, where pupils learn in a smaller, supportive setting.

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Leadership and governance Expected standard

Leaders, including the new headteacher who has been in post for a matter of weeks, know the school, the pupils and the community very well. They carefully monitor the curriculum, teaching and pupils’ outcomes. Leaders at all levels accurately identify the priorities for improvement. They take timely and well-managed actions to ensure they make swift progress. Those responsible for governance work closely with leaders to make decisions that are in the best interests of pupils. Leaders, governors and trustees have a clear understanding of their roles and responsibilities.

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Leadership and governance Expected standard

Those responsible for governance support and challenge school leaders. They are fully aware of the impact of the school’s work, including the way that leaders meet the needs of pupils who are disadvantaged, those who speak English as an additional language and those who have special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders work with other schools within their trust. They share examples of effective practice and support one another. Leaders, staff and members of the local governing body value the support from the trust. This includes the support for professional development. The professional development programme clearly maps out the content of staff training. The impact of this training is evident, for example, in meeting the emotional needs of pupils.

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Leadership and governance Expected standard

Relationships with parents and carers and the wider community are positive. Staff appreciate that leaders are mindful of their wellbeing. Leaders ensure that their workload is manageable.

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Personal development and wellbeing Expected standard

Leaders ensure that the personal development programme reflects the school's context. The curriculum is well sequenced and meets the statutory duties to teach relationships and sex education and health education.

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Personal development and wellbeing Expected standard

Pupils live out the values of kindness, courage and endurance. They understand the importance of supporting one another. They learn about different faiths and cultures and talk openly with peers about their different religions and beliefs. Pupils learn how to be safe in the community. They know how to be safe when working online and understand the impact of having a digital footprint. Pupils learn how to look after their mental health. They know how to use breathing techniques if they are feeling anxious.

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Personal development and wellbeing Expected standard

Pupils demonstrate a deep understanding of respect, but their knowledge of the fundamental British values is not as secure. Pupils are not clear how they link with the school’s values. They are not familiar with the characteristics that are protected by law.

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Personal development and wellbeing Expected standard

Leaders tailor the pastoral offer to meet the needs of pupils. Leaders ensure that pupils access the pastoral support that they need, for example at playtimes and when spending time in ‘the cove'.

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Personal development and wellbeing Expected standard

The school offers a broad range of extra-curricular activities. Leaders provide opportunities to develop pupils’ talents and interests. Pupils enjoy activities such as basketball club, dance and the brass band.

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Personal development and wellbeing Expected standard

Leaders ensure that trips and residential activities provide memorable experiences for pupils. Leaders ensure that pupils have the additional support needed so that they can participate in all planned activities. Pupils value their leadership roles. They take them seriously. Sports leaders know that it is important to support younger pupils and organise sporting events. Pupils thrive when training younger pupils to take over leadership roles. This gives them a sense of purpose and belonging.

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

Pupils feel welcomed, included and cared for at Church Langton. At the start of each school day, staff greet pupils with warm smiles. Pupils enter a calm, nurturing and friendly environment, where they feel that they belong and are safe. They love their school and understand why it is important to attend regularly. As a result, pupils attend very well.

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

Staff build strong, trusting relationships with pupils and their families. This creates a culture of respect where pupils are confident that they can share any worries with staff that they may have. Pupils know that staff care for them and will listen to them. Pupils report that incidents of bullying are rare. Pupils behave very well. They are welcoming, friendly and polite.

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

Children get off to a positive start in early years. They become independent and curious learners. They work well together and cooperate happily to learn new things. Positive relationships continue through the school, and pupils show genuine care and consideration for each other. The older pupils support the younger ones through their leadership roles. Pupils enjoy this responsibility and like to help the younger ones. Pupils play and socialise well together during social times across the different year groups.

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

Pupils enjoy enrichment activities, including clubs, trips and residential visits. They enjoy the arts, music and sports activities. They perform to a high level when playing in the school's brass band.

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

Pupils enjoy learning and say that their teachers help them. They work with focus and a commitment to their learning. Pupils listen well to the adults in school and to each other. They talk enthusiastically about their learning in some subjects. However, this is not consistent across all subjects. Disadvantaged pupils, those who speak English as an additional language and those who have special educational needs and/or disabilities learn successfully alongside their peers.

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Next steps

Leaders should ensure that the curriculum is taught consistently well in all subjects and year groups, so that pupils secure the knowledge and skills they need for their next steps. Leaders should ensure that staff use their checks of pupils' learning to improve and address any misconceptions pupils have in writing, particularly in spelling, grammar and letter formation. Leaders should ensure that pupils understand how the school’s values that they follow in their behaviour and conduct link with fundamental British values and the characteristics protected by law.

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About this inspection

This school is part of Learn Academies Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Jane Jones, and overseen by a board of trustees, chaired by Amanda Callear.

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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

Inspectors held meetings with the headteacher, senior and middle leaders, trustees and governors, including the chairs of the trust and local governing body. They also spoke to a range of teaching and non-teaching staff and a wide range of pupils.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not make use of any alternative provision.

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About this inspection

The school provides before- and after-school care.

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About this inspection

The headteacher joined the school in April 2026.

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Team inspectors:

Alison Talbot, Ofsted Inspector Kyna Adkins, Ofsted Inspector

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Facts and figures used on inspection

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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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2022/23 (final) 77% 73% Close to average

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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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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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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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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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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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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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national average

2023/24 (3 term) 5.1% 5.5% Close to average

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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