Langdale CofE School

What Ofsted said

From the inspection on 3 March 2026

While many pupils enjoy learning, some do not achieve as well as they could. This is because governors have overseen a decline in the quality of education that pupils receive. Some pupils are not able to write clearly or work confidently with numbers. They often struggle to remember what they have learned previously. If they do recall this knowledge, they find it difficult to use it when faced with new learning. In the early years, children learn to read but do not build all of the knowledge that they need across their other areas of learning. Some children are not ready for Year 1. Pupils generally behave well. However, some pupils do not follow the school's routines and expectations. This is because staff do not apply them consistently well. Many pupils attend school regularly. Pupils arrive at school each morning happy and eager to learn. Staff get to know each pupil well and build warm and caring relationships with them. Pupils know who to talk to if they have any worries. This helps them to feel safe. Bullying is rare. When it does occur, staff deal with it effectively. Pupils with special educational needs and/or disabilities and disadvantaged pupils receive effective and timely support. They access the curriculum alongside their peers. Leaders identify their needs quickly and put the right help in place. Pupils enjoy a broad range of clubs, including football and art. They look forward to residential trips to cities such as Manchester and Edinburgh. Leaders ensure that all pupils, including those who are disadvantaged, can take part in these experiences. Such opportunities develop pupils' confidence and resilience. As a result, they are well prepared for life in modern Britain.

What the school should improve

• Those responsible for governance should ensure that they fulfil their statutory duty to support leaders' wellbeing and workload while holding leaders to account so that the school has the capacity to bring about sustained improvement.
• Leaders should ensure that teachers design activities that help pupils to connect new knowledge to what they have learned previously, so that pupils build a secure body of knowledge across subjects over time that helps them to achieve well.
• Leaders should ensure that teachers identify and rectify the gaps and errors in pupils' handwriting, spelling, grammar and number knowledge.
• Leaders should refine the early years curriculum so that staff are clear on what children should learn in order to prepare them well for Year 1 and beyond.
• Leaders should ensure that staff apply the behaviour policy consistently well so that pupils meet the school's expectations for behaviour across all aspects of school life.

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