Langley Hall Primary Academy

Langley Hall Primary Academy is a large primary school in a single-academy trust. Safeguarding standards are met, and the school is at the expected standard for attendance and behaviour, curriculum and teaching, early years, and personal development and wellbeing. Achievement, inclusion, and leadership and governance need attention. Pupils are safe, happy, and behave extremely well; they benefit from a broad, rich curriculum, strong early years provision, and exceptional musical and enrichment opportunities. Most pupils achieve well in national tests, especially in reading, writing, and mathematics, and pupils speak positively about school.

Strengths

• Safeguarding standards are met, with an open culture and pupils feeling safe
• Pupils behave extremely well, and poor behaviour is rare
• Classrooms are calm and purposeful, with well-embedded routines
• Leaders have established a broad, rich, and coherent curriculum
• Teaching is generally effective, and teachers know their subjects well
• Early years provision is a priority and gives children a strong start
• Pupils generally achieve above national averages in reading, writing, and mathematics
• Targeted support helps pupils catch up in reading and mathematics
• Personal development is exceptionally broad, including music, choir, orchestra, and trips
• Enrichment is inclusive, with SEND and disadvantaged pupils participating fully
• Pupils develop independence, confidence, safety awareness, and positive relationships
• Staff wellbeing, workload, and professional development are well supported
• Leaders are ambitious, open to challenge, and committed to improvement

Areas for Improvement

• Disadvantaged pupils underachieve in national tests, especially in mathematics and combined RWM
• Leaders do not accurately identify the specific barriers faced by SEND and disadvantaged pupils
• Teaching adaptations for SEND and disadvantaged pupils are not precisely matched to need
• Targeted support is sometimes not well matched or timely
• Leaders are sometimes slow to commission specialist assessments and advice for SEND pupils
• Pupils with the highest SEND needs sometimes face delays in EHC plan processing
• Leaders do not accurately measure the impact of pupil premium funding
• Leaders do not accurately measure the impact of their work, so improvement priorities are unclear
• Leaders are sometimes slow to identify patterns or trends requiring changes in approach
• Governors' oversight and challenge are not robust enough to fulfil statutory responsibilities
• Attendance monitoring and analysis of attendance trends could be more robust
• Checks on pupils' understanding sometimes miss opportunities to explore depth of knowledge
• Staff are sometimes unclear about the barriers faced by disadvantaged pupils and pupils with SEND
• In phonics, staff occasionally do not model sounds with sufficient precision
• Writing inaccuracies in the early years are not always addressed swiftly
• Pupils' understanding of fundamental British values and types of discrimination is sometimes not secure
• Pupils' knowledge is sometimes not as deeply embedded as it could be

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Langley Hall Primary Academy attended 94.5% of sessions (the national figure for primary schools was 94.8%). 15.5% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 1.0% of pupils at Langley Hall Primary Academy were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Langley Hall Primary Academy had 16.6 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 22.1% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 14.6% of pupils at Langley Hall Primary Academy were on SEN support (nationally 15.4%) and 0.5% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2024–25 Langley Hall Primary Academy received £8,268 and spent £8,344 for each of its 684 pupils. It ended the year with a deficit of £406,000 (-£594 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

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What is Langley Hall Primary Academy's Ofsted rating?

The latest Ofsted rating for Langley Hall Primary Academy is Needs attention, from an inspection in June 2026.

When was Langley Hall Primary Academy last inspected by Ofsted?

Langley Hall Primary Academy was last inspected in June 2026.

How many pupils does Langley Hall Primary Academy have?

Langley Hall Primary Academy has 646 pupils on roll.

What age range does Langley Hall Primary Academy cover?

Langley Hall Primary Academy for pupils aged 4 to 11.

What are Langley Hall Primary Academy's SATs (KS2) results?

In 2025, 68% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Langley Hall Primary Academy?

Langley Hall Primary Academy is at Station Road, Langley, Berkshire, SL3 8GW.