Langley Hall Primary Academy

What Ofsted said

From the inspection on 28 April 2026

Pupils attend school regularly because they feel welcomed and included in all aspects of school life. Staff go the extra mile to ensure that the learning environment is motivational and welcoming. Children make a positive start to their education in the early years. Pupils enjoy learning from a broad and rich curriculum that includes daily opportunities for musical performance. Pupils have positive attitudes to learning. Mostly, they are taught well and participate enthusiastically in lessons. Pupils are routinely encouraged to develop their talents and interests. They value the wide range of experiences available to them, particularly the residential trip they participate in. Staff plan these opportunities carefully to increase in ambition over time. As a result, pupils develop high levels of independence, safety awareness and confidence as they move through the school. Pupils understand the importance of treating others equally and respectfully. Generally, they are well prepared for life in modern Britain. Staff develop positive and warm relationships with pupils. From the early years upwards, pupils behave extremely well. They are consistently kind to one another and harmonious in their interactions. Pupils feel safe because they are safe. Bullying is rare. Leaders deal with any incidents quickly and effectively. Typically, pupils achieve well and are prepared for their next steps. Many pupils achieve positive outcomes in national tests. However, this is not the case for all pupils. Those who are disadvantaged do not achieve as well as they should. Sometimes, the specific barriers that pupils have to their learning and/or wellbeing are not clearly understood and reduced. Where this is the case, pupils do not learn as effectively as they could. As a result, pupils with special educational needs and/or disabilities and those who are disadvantaged sometimes make insufficient progress from their starting points.

What the school should improve

• Governors should ensure that they have the expertise to hold leaders to account and to fulfil their statutory responsibilities robustly.
• Leaders should ensure that they accurately identify the specific barriers to learning and/or wellbeing faced by pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged so that support is precisely matched to need, enabling pupils with SEND and those who are disadvantaged to achieve more securely.
• Leaders should ensure that they have an accurate and informed understanding of the impact of their work, for example, identifying any emerging patterns or trends in pupils’ attendance, behaviour or achievement, so they can respond in a timely manner as needed.

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