Langafel Church of England Voluntary Controlled Primary School, located in Longfield, Kent, underwent an inspection on February 27 and 28, 2024. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, behavior and attitudes, and leadership and management also receiving a similar rating. However, personal development and early years provision were rated as good.
The inspection revealed that while each pupil is known and valued individually, inconsistent teaching practices hinder overall pupil achievement. In the early years, teaching is more tailored to individual needs, resulting in better learning outcomes. The specially resourced provision for pupils with special educational needs and/or disabilities (SEND) also demonstrates effective teaching that builds on what these pupils already know.
Pupils generally feel safe and enjoy positive interactions with staff and peers, particularly appreciating outdoor learning spaces. However, there are instances of disengagement in class, with some pupils talking over staff, which disrupts learning. Attendance is a concern, with many pupils missing vital learning opportunities.
The school promotes equality and diversity, offering a broad range of activities, including sports and cooking, and facilitating outdoor experiences and museum visits. These initiatives help broaden pupils' horizons, and staff ensure that SEND needs do not hinder participation. Pupils actively contribute to their community through activities like litter picking and visiting local care homes, fostering a sense of belonging.
While the school has a clear structure for learning, teachers often lack clarity on what pupils should learn next and do not consistently consider pupils' starting points. In mathematics, for instance, some teachers do not adequately address misconceptions or close gaps in learning, leading to tasks that do not build on prior knowledge. In contrast, phonics instruction is more precise, enabling pupils to decode new words effectively.
Assessment practices are not systematic, with teachers sometimes failing to check for understanding. In subjects like English, questioning and testing provide a clearer picture of pupils' knowledge, while in history, there is inconsistency in ensuring understanding and retention. Early years staff pay close attention to vocabulary and communication, allowing them to extend children's learning and identify potential SEND needs promptly.
Pupils' achievement is not as strong as it should be, particularly in mainstream classes where work quality varies. This inconsistency reflects a lack of understanding of tasks and concepts. Published outcomes indicate this variability in learning. Expectations for behavior are not consistently high, and while the school has systems in place to manage behavior, they are not always effectively implemented, leading to lost learning time.
Attendance remains a priority, with leaders addressing root causes such as anxiety. However, disadvantaged pupils, in particular, struggle with attendance, which exacerbates learning gaps. The school's pastoral care is robust, providing tailored support for vulnerable groups and promoting mental and physical health awareness.
Parental engagement is a strength, with initiatives like 'stay and play' sessions for new Reception pupils helping to build relationships and understanding of individual needs. However, leaders have not yet fully embedded their vision for pupil achievement in practice, and professional development for staff has not consistently led to improved curriculum delivery.
The safeguarding arrangements are effective, ensuring pupil safety and well-being. To improve, the school must establish consistent assessment practices, enhance clarity in teaching expectations, address attendance issues, and focus on professional development to drive improvements in teaching quality.
