Langley Mill Church of England Infant School and Nursery

What Ofsted said

From the inspection on 13 January 2026

Everyone does their best to live up to the school's values of 'Aspire, Respect, Learn and Serve'. Pupils strive to model these values day to day. As one pupil summed up, 'They're what makes us special.' Typically, pupils are happy in school and behave well. They are eager to earn the reward points on offer as part of the 'Bucket Bonanza'. Other rewards, such as 'Mouse of the Week' and hot chocolate events with the headteacher, help motivate pupils to do well. Pupils say that bullying is rare. They are right to be confident that it would be dealt with quickly should it occur. Pupils are well cared for. They want to work hard and enjoy learning, both in class and in the outside areas. They are proud of the school's 'Woodland' area and are keen to make use of the trim trail and the birdwatching houses. Staff teach pupils how to cooperate with each other, for example when they play games. Pupils benefit from a suitable range of extra- curricular activities. They make positive use of them. The school prioritises its approach to inclusion. Typically, any pupil who needs additional help is supported well. The recently introduced 'Rainbow Room' and 'Mouse House' include provision that helps provide pupils with the academic, social and emotional support that they might need. The school's personal development offer ensures that pupils learn to respect others. Pupils have a detailed understanding of the values that underpin life in modern Britain. They can explain why these values matter. Pupils in key stage 1 typically achieve well. However, due to inconsistencies in the quality of provision in the early years, some children do not achieve as well as they should. Although pupils' attendance is improving, some pupils miss too much school.

What the school should improve

• Leaders should embed their work to ensure that pupils have high attendance, particularly disadvantaged pupils and those with special educational needs and/or disabilities (SEND), so that they do not miss out on their learning.
• In the early years provision, leaders should improve the quality of staff interactions with children and ensure that the curriculum embeds the key knowledge that children need to learn to fully prepare them for key stage 1.
• The school should further improve the implementation of the curriculum, with a particular focus on strengthening pupils' reading fluency and the quality of targets that are set for pupils with SEND, so that pupils make the progress of which they are capable.

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