Langdon Park Community School

What Ofsted said

From the inspection on 28 April 2026

Pupils enjoy coming to this school. Leaders ensure that pupils quickly develop a sense of belonging. This starts with the extended transition programme for new Year 7 pupils. This especially helps pupils with special educational needs and/or disabilities (SEND) and those with other barriers to quickly settle into the school. Pupils have positive relationships with staff. They have someone to talk to if they have any worries. This helps pupils to feel safe in school. Pupils enjoy their learning. Staff are aware of the needs of pupils with SEND and those with other barriers. They make sure that these pupils receive extra support during lessons when needed. For example, staff typically make appropriate adaptations to teaching to ensure these pupils access the curriculum effectively. Pupils' achievement in examinations is broadly close to national figures. They are well prepared for their next steps in education or training. Pupils with SEND and those with other barriers make positive progress through the curriculum from their starting points. Pupils attend school regularly. Their behaviour during lessons is very positive. Low-level disruption is rare and pupils follow instructions from staff straight away. Pupils move around the school site calmly and manage their behaviour well at break times. When rare instances of bullying occur, staff address these effectively. There are a broad range of wider opportunities for pupils to take part in. Pupils access a range of visits that are designed to extend their cultural experiences. These include visits to museums, galleries and London landmarks, for example. The school also offers a broad range of clubs. Many pupils take part and this supports and extends their talents and interests. Pupils are also all expected to make a commitment to completing a set amount of community engagement work each year. This contribution to the local community helps to develop pupils' sense of civic duty.

What the school should improve

• Leaders should ensure that staff consistently check pupils' understanding and address any misconceptions to ensure gaps in pupils' learning do not develop or persist.
• Leaders should continue to embed and refine the strategies in place to support pupils who have not yet secured firm foundations in literacy and numeracy, ensuring that these pupils catch up as quickly as possible.
• The school should develop leadership at all levels to ensure that whole-school development priorities and staff training are consistently applied and embedded across the school.

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