Langley First School

What Ofsted said

From the inspection on 12 May 2026

There is a sense of community at this school. Pupils, parents and carers value the warm welcome every morning by caring staff, who know pupils well. This gives pupils a sense of belonging. They feel safe and happy and develop respectful relationships with staff. Most pupils attend school often. However, some pupils do not attend school often enough and miss important learning. Pupils generally enjoy learning. Reading is prioritised and leaders ensure that pupils learn to read so that they can benefit from the range of books on offer. Leaders plan the curriculum carefully. They have made changes in English and mathematics to ensure that pupils develop fluency in spelling, handwriting and number facts. Pupils with special educational needs and/or disabilities receive support that helps them take part in lessons successfully. However, pupils do not learn as well as they should because the quality of the curriculum and teaching across the school is variable. Teachers' checks on what pupils are learning, and how they can improve, do not consistently help pupils address gaps in their knowledge or correct misconceptions. Leaders are beginning to make notable improvements, however, older pupils are not as well prepared for the next stage of their education as they need to be. Staff maintain a calm and orderly environment around the school. Pupils generally follow school rules and routines well. There are systems in place to help pupils to share any concerns and staff are on hand to support them whenever needed. Bullying or any form of unkindness are rare. Staff deal with any issues swiftly. Pupils get along well with one another and make good friends. Pupils enjoy the activities, clubs and leadership opportunities that the school provides that help them grow in confidence and experience new things. They are well prepared for life in modern Britain.

What the school should improve

• Leaders and governors should continue to strengthen their strategic oversight of the school's work so that priorities for improvement are promptly and effectively addressed.
• Leaders should develop staff expertise in the use of assessment to identify gaps in knowledge and address misconceptions swiftly, including for pupils with special educational needs and/or disabilities, enabling teachers to adjust learning so that pupils build their knowledge securely across subjects.
• Leaders should embed recent improvements to the teaching of writing and mathematics to ensure that pupils gain important foundational knowledge and achieve well.
• Leaders should analyse attendance patterns more closely, identify the reasons behind absence to secure consistently high attendance for pupils, including those who are disadvantaged.
• Leaders should ensure that behaviour expectations and approaches to behaviour management are consistently applied by all staff.

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