Langley Grammar School

What Ofsted said

From the inspection on 10 February 2026

Pupils thrive in this aspirational and welcoming school. Pupils have consistently positive attitudes to their learning and value their education. They attend school regularly and enthusiastically. Pupils are highly motivated to be successful and to achieve ambitious future pathways. Pupils are well supported in their learning through expert teaching. As a result, pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, make excellent progress from their starting points. Pupils consistently secure outcomes in national examinations that allow them to successfully move on to well-matched and ambitious destinations. Pupils who have barriers to their learning and/or wellbeing are typically well supported to reduce any challenges they face. Pupils enjoy the broad range of subjects available to them. They value how the high academic focus in the school is balanced with many opportunities to enrich their studies and to bring learning to life. Pupils are character-driven. They make positive choices in their learning and behaviours because they know this is the right thing to do. Pupils are self-motivated, independent and highly articulate. They consistently behave in an exemplary manner. There is a real sense of community across this school. Pupils feel safe, valued and included in all aspects of school life. Pupils develop positive relationships with their peers and mutually respectful relationships with staff. Pupils are confident that they can access help and support where needed. They know that bullying and discrimination happen very rarely and are not tolerated in their school. Pupils are well prepared for life in modern Britain. They have a clear sense of equality and justice. Pupils have a well-developed understanding of how to share perspectives and resolve differences without conflict. Pupils benefit from a vast array of leadership opportunities that help them to build their confidence further. As a result, pupils are extremely well prepared for their next steps.

What the school should improve

• Leaders should continue to develop the precision with which they make provision for pupils with special educational needs and/or disabilities and those with other barriers to their learning so the support they receive consistently meets their needs and supports them to thrive, learn and achieve well.

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