Langafel Church of England Voluntary Controlled Primary School

What Ofsted said

From the inspection on 27 February 2024

Each pupil here is known and valued individually. However, inconsistent teaching means that pupils do not achieve well enough. In early years, teaching is more tailored to children's individual needs. As a result, their learning is better. This is also the case in the specially resourced provision for pupils with special educational needs and/or disabilities (SEND). Pupils feel safe in school, and they interact positively with staff and each other. They particularly enjoy the outdoor learning spaces. In class, pupils sometimes disengage from learning. At times, pupils talk over staff, and this can get in the way of learning. Pupils' attendance is also not strong, and this leads to too many pupils missing vital learning. Throughout the school, equality and diversity are celebrated. Pupils take part in a broad range of activities, from sports to cooking. Outdoor experiences and visits to museums help to broaden pupils' horizons. Staff make sure that SEND needs are not a barrier to this. Pupils enjoy making an active contribution to their community. They take part in litter picks in school and visits to the local care home. This helps to foster the school's ethos of being part of 'one flock'.

What the school should improve

• Leaders have not yet established assessment practices fully across the school. As a result, teachers do not pick up on some misconceptions and gaps in pupils' knowledge. Leaders need to make sure that they put in place consistent systems and processes for verifying what pupils have understood.
• The tasks and explanations that teachers provide are not sufficiently precise in connecting new knowledge with what pupils have learned before. As a result, some pupils find it difficult to retain and apply what they have learned. Leaders School 3 should ensure that teachers consider carefully what pupils already know and can do when providing work and explaining important ideas.
• Too many pupils are absent from school, especially those who are disadvantaged. As a result, pupils miss out on more of their learning than they should. Leaders need to ensure that attendance and catching up on missed learning are at the heart of their wider strategy around raising attainment and outcomes.
• Leaders have not focused closely enough on addressing inconsistencies in how teachers deliver learning. As a result, the professional development programme does not lead to teachers delivering learning well for all pupils. Leaders must ensure that they use professional learning to drive forward improvements in teachers' practice, especially around pedagogy and assessment.

Read the full Ofsted report (opens in a new tab)