The Langley Academy Primary

The Langley Academy Primary

Address: Langley Road, Langley, Slough, Berkshire, SL3 7EF Unique reference number (URN): 142173

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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

Pupils develop a deep sense of belonging to this school community, and this supports their desire to attend school regularly. Leaders take effective action to ensure pupils maintain positive attendance. They make attendance a high priority and are relentless in their approach to ensuring pupils attend well and often. As a result, pupils' attendance is above the national average. Leaders check pupils' attendance meticulously and use this information to identify those who may need help to attend school more often. This means that the number of pupils who miss too many days of school has reduced over time.

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Attendance and behaviour Strong standard

Pupils' conduct across the school is excellent. Warm, respectful interactions very much underpin the relationships adults and pupils have with one another. Staff establish high expectations of behaviour and pupils willingly rise to these. Pupils take pride in being role models for the school's values and conduct themselves maturely and considerately. They behave politely towards each other and the adults they work with. Pupils who have additional barriers, including those with special educational needs and/or disabilities, and those who are vulnerable, receive the support they need from staff who understand their needs well. Leaders carefully track behaviour. As a result, they respond pro-actively should an issue arise. Bullying is rare and pupils feel safe.

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Early years Strong standard

Early years is a notable strength of this school. Leaders have created an environment that ensures the school's youngest children receive the nurture they need to make an excellent start on their education journey.

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Early years Strong standard

Children benefit enormously from a curriculum that is carefully sequenced and from a learning environment which is extremely inviting. As a result, children maintain high levels of focus in learning. Well-trained staff skilfully use every opportunity to engage children in high- quality interactions. This helps children to begin to communicate with increasing accuracy and confidence. This is particularly helpful to pupils who join the school with English as an additional language. They receive the support they need to make excellent progress from their starting points.

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Early years Strong standard

Staff develop effective partnerships with parents and carers. This begins even before children start in the Nursery. This partnership working enables staff to get to know children better and helps them to identify any additional needs early. This results in staff acting swiftly to ensure children receive the right support.

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Early years Strong standard

By the end of Reception, the proportion of children who achieve a good level of development is above the national average. Children are very well prepared to start Year 1.

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Inclusion Strong standard

This is a highly inclusive school, which serves a community of diverse backgrounds and needs. Leaders know their children and families very well. As a result, they understand the needs of pupils, including those with special educational needs and/or disabilities (SEND), those open to social care, and those with other barriers to learning.

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Inclusion Strong standard

Leaders prioritise the early identification of barriers to learning, starting in the early years. They take deliberate action to ensure these pupils receive the precise support they need. They ensure that staff are skilled in recognising when a child may have an additional need and make sure that staff implement exactly the right support strategies. This means that pupils, including those with the most complex SEND, receive highly effective, bespoke support to help them to access their learning.

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Inclusion Strong standard

Leaders work effectively with other professionals and ensure that additional funding is used wisely. They target additional funding on strategies that help to strengthen outcomes for the most disadvantaged pupils and make sure that these pupils participate fully in activities outside of the classroom.

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Inclusion Strong standard

Leaders and staff show an unwavering commitment to creating a supportive environment where pupils are valued as part of the school family, irrespective of their background or needs.

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Personal development and wellbeing Strong standard

Leaders have developed a thoughtfully considered personal development programme, which is broad and coherently planned. It equips pupils with detailed knowledge of what they learn and affords them a range of experiences. They develop into confident, mature individuals and are well prepared for the future.

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Personal development and wellbeing Strong standard

Pupils develop a secure knowledge of a range of religions and learn about identity, values and morals. They can link their learning to the lived experiences of others by, for example, learning about key people as part of their participation in Black History Month. This means that pupils develop an appreciation of and respect for others, preparing them well for living in modern Britain.

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Personal development and wellbeing Strong standard

The personal, social and health education curriculum effectively equips pupils with the knowledge they need to live healthy and safe lifestyles. Pupils understand the importance of establishing respectful relationships and ways to stay healthy. This includes knowing about positive mental health. Pupils understand ways to stay safe online, and leaders also ensure that the programme is responsive to its local community context. For example, pupils have learned about the risks of knife crime.

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Personal development and wellbeing Strong standard

The school's extra-curricular offer is extensive. Leaders have taken deliberate action to increase the uptake of club participation by offering these at different points in the school day. As a result, pupils access a wide range of clubs, especially in sports and the arts. The school's wider offer is broad. Pupils take part in many charitable fundraising events and perform in productions. Additionally, pupils thrive in the several leadership roles on offer. They take pride in representing the school as house captains, sports leaders, eco- councillors, play leaders and members of the diversity committee. Through these roles, pupils make a significant contribution to the school.

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Personal development and wellbeing Strong standard

Leaders ensure that pupils who require additional wellbeing support, including those with

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Expected standard

special educational needs and/or disabilities, or those with other vulnerabilities, receive effective support. This may be through interventions led by highly skilled staff or other professionals.

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Achievement Expected standard

Leaders ensure that most pupils acquire the knowledge and skills they need and make progress through the planned curriculum. This begins in the early years, where staff very effectively support children to build the foundations they need for later learning. Most pupils secure the phonics knowledge they need to become fluent readers. As a result, the proportion of pupils who meet the expected standard in the phonics screening check is close to the national average. Those who need additional support to read receive it.

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Achievement Expected standard

Leaders ensure that pupils, including those with special educational needs and/or disabilities, receive the support they need to make suitable progress from their starting points. As a result, pupils typically achieve well.

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Achievement Expected standard

By the end of key stage 2, pupils' outcomes in reading, writing and mathematics are broadly in line with national averages. Leaders ensure that pupils are well prepared to begin their next stage of education.

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Curriculum and teaching Expected standard

Leaders have designed a broad and well-sequenced curriculum that exposes pupils to the knowledge and skills they need to be prepared for their next stage of education. This starts in the early years, where pupils learn how to read and receive opportunities to develop their speaking and listening skills from the very moment they start school.

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Curriculum and teaching Expected standard

Teachers generally deliver the curriculum well. They have secure subject knowledge of the areas they teach, and this means that they explain new learning clearly to pupils. Teachers typically make sure that their checks on pupils' understanding are effective. This means that most pupils, including those with special educational needs and/or disabilities, receive the support they need to access the curriculum. For example, some pupils receive helpful adaptations to learning tasks, while others benefit from small group work or individual support.

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Curriculum and teaching Expected standard

In most cases, pupils secure the core skills in reading, writing and mathematics that they need. Occasionally, however, staff miss opportunities to swiftly provide pupils with feedback that would help them to secure these skills more quickly, for example in handwriting. Leaders are alert to this and are taking the right action to improve the quality of teaching even further.

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Leadership and governance Expected standard

Leaders have created a truly inclusive school where pupils thrive and where the diversity of the local community is celebrated. Leaders are ambitious for all pupils to succeed and have created a learning environment that is rooted in high expectations for both pupils and staff. As a result, many areas of the school are strong.

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Leadership and governance Expected standard

Leaders and those responsible for governance have a clear and accurate understanding of the school's strengths and priorities. They ensure that systems and processes are in place to evaluate the school's work. This helps them to identify the right areas to improve. Leaders have secured excellent practice in many areas of the school's work. In areas where there is still more to do, for example in relation to curriculum and teaching, and achievement, leaders are taking action, but this has not yet resulted in consistency in pupils' learning experiences.

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Leadership and governance Expected standard

Trustees and local governors know their school well. They fulfil their statutory duties and seek appropriate assurances about the school's performance. Those responsible for governance consider a range of information that enables them to act as a critical friend to the school, offering leaders suitable challenge and support.

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Leadership and governance Expected standard

Parents and carers are, on the whole, positive about the school. Leaders' work to engage parents has been effective in creating a school environment that feels welcoming. Leaders ensure that their work with other professionals and agencies, including the local authority, is proactive.

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Leadership and governance Expected standard

Staff are proud to work in this school. They value the professional learning opportunities available to them through the school and the trust. Staff appreciate leaders' work to support their workload and look after their wellbeing.

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

Pupils are proud to attend this diverse and highly inclusive school. From the moment they arrive, pupils are made to feel welcome and part of the school family. They are nurtured by staff who know them well and who are ambitious for them to succeed.

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

Pupils' behaviour around the school is excellent. They are ambassadors for the school's values of family, brilliance, respect, independence, courage and kindness. They attend a school rooted in high expectations and warm, nurturing relationships that pupils and staff have with one another.

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

The diversity of this school adds a real sense of richness to it. Pupils, as well as staff, promote and celebrate it. For example, the pupil diversity committee plan whole-school cultural events. All pupils, including those with special educational needs and/or disabilities, those with other barriers to learning and those from the many different faiths and backgrounds that attend the school, feel valued. Pupils receive high-quality support from the school's skilled staff, who enable them to make suitable progress from their starting points and feel success. Pupils appreciate the opportunities available to them that enhance their learning. They value museum learning, where they can handle artefacts and review artwork. Pupils say that this helps to bring their learning to life. Pupils learn in a vibrant environment that is filled with books. They enjoy talking about what they have read and how these books link to other

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

Pupils say that attending this school makes them feel a part of The Langley Academy Primary family. They value the family feel of the school and say that everyone cares for each other. Pupils feel safe and bullying is rare. When an instance does arise, however, pupils are confident that leaders will deal with it quickly.

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

Typically, pupils achieve well in this school and are well prepared for the next stage of education.

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Next steps

Leaders should continue to build the assessment skills of staff members to enable them to systematically check and address gaps in pupils' foundational knowledge so that this continues to improve. Leaders should continue to further strengthen the consistency of teaching so that pupils' outcomes at the end of KS2 improve further.

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About this inspection

This school is part of The Arbib Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the executive principal, Rhodri Bryant, and overseen by a board of trustees, chaired by Oona Stannard.

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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

This inspection took place on 15 and 16 July 2026.

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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 spoke with the headteacher and other senior leaders, including the special educational needs coordinator, during the inspection. The lead inspector spoke with the executive principal and those responsible for governance.

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About this inspection

The school currently makes use of no alternative provisions.

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Team inspectors:

Laura James, His Majesty's Inspector Simon Woodbridge, His Majesty's Inspector Ray Lau, His Majesty's Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 15 July 2026

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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 6 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 needs support 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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average

2024/25 (final) 61% 62% Close to average

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average

2023/24 (final) 61% 61% Close to average

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average

2022/23 (final) 64% 60% Close to average

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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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average

2024/25 (final) 76% 75% Close to average

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average

2023/24 (final) 76% 74% Close to average

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average

2022/23 (final) 76% 73% Close to average

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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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average

2023/24 (final) 76% 72% Close to average

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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

2024/25 (final) 71% 74% Close to average

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average

2023/24 (final) 76% 73% Close to average

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average

2022/23 (final) 70% 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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national average

2023/24 (final) 42% 46% Close to average

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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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average

2023/24 (final) 68% 62% Close to average

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average

2022/23 (final) 53% 60% Close to average

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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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average

2024/25 (final) 67% 59% Close to average

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average

2023/24 (final) 63% 58% Close to average

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average

2022/23 (final) 60% 58% Close to average

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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

2023/24 (final) 53% 59% Close to average

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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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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

2022/23 (3 term) 5.2% 5.9% 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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national average

2022/23 (3 term) 13.8% 16.2% Close to average

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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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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