Langney Primary School
phone: 01323 762177
headteacher: Mr Darren Vallier
420 pupils capacity: 115% full
270 boys 55%
220 girls 45%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 563210, Northing: 102434
- GPS coordinates
- Latitude: 50.798, Longitude: 0.31461
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 11, 2013
- Region › Const. › Ward
- South East › Eastbourne › St Anthony's
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles The Bishop Bell Church of England Mathematics and Computing Specialist School BN237EJ (1024 pupils)
- 0.5 miles West Rise Community Infant School BN237SL (210 pupils)
- 0.5 miles West Rise Junior School BN237SL (235 pupils)
- 0.6 miles The Haven Voluntary Aided CofE/Methodist Primary School BN235SW (340 pupils)
- 0.7 miles Tollgate Community Junior School BN236NL (377 pupils)
- 1.2 mile Shinewater Primary School BN238ED (423 pupils)
- 1.2 mile St Andrew's Church of England Infants School BN227PP (299 pupils)
- 1.2 mile The Causeway School BN238EJ (802 pupils)
- 1.3 mile Hazel Court School BN238EJ (88 pupils)
- 1.4 mile Highfield Junior School BN229BX
- 1.4 mile Pevensey and Westham CofE Primary School BN245LP (396 pupils)
- 1.4 mile Heron Park Community Primary School BN229EE
- 1.4 mile Heron Park Primary Academy BN229EE (323 pupils)
- 1.6 mile Roselands Infants' School BN228PD (269 pupils)
- 1.6 mile Stafford Junior School BN228UA (411 pupils)
- 1.6 mile Stone Cross School BN245EF (420 pupils)
- 1.7 mile Hampden Park Infant School BN229RB
- 1.9 mile Parkland Junior School BN229QJ (242 pupils)
- 1.9 mile Parkland Infant School BN229QJ (180 pupils)
- 1.9 mile Anderida Learning Centre BN228HR (3 pupils)
- 2 miles Eastbourne Technology College BN229RQ
- 2 miles Eastbourne College of Arts and Technology BN212UF
- 2 miles Sussex Downs College BN212UF
- 2 miles The Eastbourne Academy BN229RQ (621 pupils)
Langney Primary School
Chailey Close, Eastbourne, BN23 7EA
|Inspection dates||11–12 July 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils make good progress because teaching |
Children in Nursery and Reception also make
Teachers provide interesting work that is
They focus well on literacy and numeracy and
Pupils enjoy school. They like learning and
Pupils’ behaviour is good. They say that
challenging for all abilities.
encourage pupils to work together.
are keen to do well.
bullying is rare and that staff would deal with
any problems quickly and effectively. They
say they feel safe and are well cared for.
| The headteacher provides excellent leadership. |
Leaders provide good training to help teachers
He works well with other leaders, staff and
governors to make sure all pupils make good
progress and reach the highest standards they
improve their skills. Leaders themselves also
have good training to help them be effective in
their roles. The school is improving.
| Teachers do not always make sure that pupils |
Teachers do not always tell pupils how much
follow the guidance they are given in their
time they have in which to finish their work
so that they can plan what they do
| Occasionally teachers interrupt pupils too often |
when they have set them work, and this slows
the pace of learning.
Information about this inspection
- Inspectors observed 15 teachers in 28 lessons or parts of lessons. Six of these were observed
jointly with senior leaders.
- Meetings were held with staff, pupils and governors, and a representative of the local authority
was spoken to by telephone. Inspectors also spoke to parents bringing their children to school,
and others attending a school assembly.
- Inspectors examined documents about the school’s work, including information about the
achievement of pupils, development planning and the school’s self-evaluation.
- They took account of the 39 responses to the Parent View online questionnaire, and the school’s
own survey of parents’ and carers’ views. They considered the 34 responses to the staff
|Ted Wheatley, Lead inspector||Additional Inspector|
|Gary Kirkley||Additional Inspector|
|Angela Podmore||Additional Inspector|
Information about this school
- The school is larger than most primary schools.
- The proportion of pupils who speak English as an additional language is broadly average and a
small number are in the early stages of learning English.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is above average, and the proportion supported at school action plus or
with a statement of special educational needs is well above average. The school has a small and
increasing number of pupils with a combination of physical, learning and emotional difficulties,
some of whom join the school during the school year.
- The proportion of pupils known to be eligible for the pupil premium is broadly average. This is
additional government funding given to schools for children looked after by the local authority,
pupils known to be eligible for free school meals and those who have a parent in the armed
forces. Currently there are no pupils with a parent in the armed services.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- The headteacher is also, temporarily, executive head of a local school while it is appointing a
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching by making sure that:
pupils have planned opportunities to follow the guidance they are given in teachers’ marking
on how to improve their work
teachers give pupils clear guidance on how long they have to complete tasks, so that they can
plan how to do their work effectively
teachers allow pupils to work without too many interruptions when they work independently or
with other pupils, so that the pace of work remains fast.
|The achievement of pupils||is good|
- Standards are rising. They are below average in the current Year 6, but are better than the
results of the Year 6 National Curriculum tests in 2012. Results overall are below average
because of the higher than usual proportion of pupils with complex learning difficulties who
reach low levels in national tests. There are several of these pupils in each year group.
- Most pupils enter the school with well below expected levels of attainment. In all years,
however, individual pupils reach higher standards than expected for their age. As pupils move
through the school, rapid progress means more and more are reaching these higher standards.
As a whole, pupils make better than expected progress in all years.
- Most pupils write well and express themselves clearly. They spell and punctuate their work
accurately, and link together their ideas, using grammar correctly, to form complex sentences.
- Pupils read widely and enjoy reading. They can often be seen reading around school at lunch
and break-times. Most pupils read well. Pupils who find reading difficult know how to link sounds
and letters together to read difficult words, and they work hard at this. The school has worked
successfully with the poorest readers to raise the standards they achieve.
- Recent assessments showed that some pupils do not apply mental mathematical skills well. The
school reacted immediately to deal with this by providing a wide range of everyday situations in
which pupils have to use mental calculation skills. Generally, pupils practise mathematical skills
on a daily basis, and add, subtract, multiply and divide accurately.
- Disabled pupils and those who have special educational needs make good progress. Those who
have a combination of learning, social and physical difficulties make good progress in line with
the challenging expectations of their individual education plans. Learning assistants provide a
very good balance of guidance and opportunities for these pupils to work independently or with
other pupils. They gain considerable confidence in their ability to do well.
- Pupils at the early stages of learning English make good progress because they are well
supported by teachers and learning assistants. They work closely with other pupils and this is an
effective way for them to practise and learn English.
- Pupils supported by the pupil premium funding make good progress. In the current Year 6, these
pupils are about one term behind other pupils in reading and mathematics, and less than two
terms behind them in writing. This represents a narrowing of the gap since 2012. Funds are
spent effectively on staffing to support pupils through individual or small group work, buying
books to support their reading and making sure they have the same range of opportunities as
- Pupils joining the school during the year make good progress whatever their backgrounds
because they are well supported, and are helped to catch up on work they may have missed.
- When children start in the Nursery year, many have poor communication and numeracy skills
and very low personal, social and emotional skills. During their time in the Early Years
Foundation Stage, they make good progress, and standards are now approaching average levels
by the end of Reception. They make outstanding progress in developing personal, social and
|The quality of teaching||is good|
- Teachers assess pupils’ performance accurately and have a good understanding of how their
pupils learn best. They provide work that is challenging for pupils of all abilities and activities
that catch pupils’ interest and help them be enthusiastic learners.
- They make sure that the most able pupils have work that extends their understanding and
knowledge, and that lower attaining pupils are supported well with tasks that help them learn
- Teachers use small group work effectively. They encourage pupils to work together, to
collaborate over decisions about what they learn, and to respect each other’s point of view. This
contributes well to pupils’ moral, social and cultural development.
- Teachers’ questioning is good, and pupils are encouraged to join in if they have valuable
comments to make. This contributes well to pupils’ learning and helps them consider a wide
range of factors when learning. For example, in a Year 6 lesson on estimating high numbers,
outstanding questioning enabled pupils to suggest several factors that should be taken into
account when estimating the numbers of insects in a field.
- The range of activities in lessons is good. Problem solving, practical work, reading, writing and
mathematical activities contribute well to pupils’ learning. Literacy and numeracy are included in
many lessons, and contribute well to the rising levels of attainment throughout the school.
- Learning assistants are effective and regularly encourage pupils they support to practise their
newly gained skills by themselves and with other pupils. This is effective in making sure they
learn well and apply what they know confidently.
- Teachers’ marking is generally good, with clear information about what pupils have learned, the
next steps in learning, and what pupils’ targets are. Teachers regularly give advice to pupils on
how to improve their work. However, pupils do not always follow the guidance given, and no
time is regularly put aside for them to do this.
- Occasionally teachers do not tell pupils how long they have for the work they are expected to do
in lessons. In these instances, pupils either rush to finish quickly, or take more time than they
should because they do not know how to plan their work effectively.
- Occasionally teachers set pupils work and then do not let them get on independently for enough
time by themselves, because they keep interrupting with extra ideas. While the extra
suggestions they make are often useful and need to be mentioned, doing this frequently slows
the pace of learning.
|The behaviour and safety of pupils||are good|
- Pupils behave well in lessons and around the school buildings and grounds. They have a good
understanding of the school’s rules about how to behave, and what happens if they do not
- Relationships between pupils, and between pupils and adults, are good. Pupils are polite, friendly
and helpful. Pupils feel safe in expressing their ideas in lessons, even if they are not necessarily
correct, because they know they will be respected for the efforts they make.
- Pupils look after each other well, and are considerate towards other pupils’ feelings. They look
after new pupils extremely well, and make them feel part of the school community.
- Pupils feel safe. They know about the different forms of bullying, including cyber-bulling. They
say that bullying of any kind is rare, and that they would go to any adult for help if they were
- Pupils’ attendance is above average and is improving. The school works effectively with families
and external agencies to encourage good attendance and to reduce absence.
- The school has very good strategies to deal with occasional unacceptable behaviour.
|The leadership and management||are good|
- The headteacher provides excellent direction for the school to improve and he is well supported
by other leaders. Leaders have a good understanding of the weaknesses of the school, and act
swiftly to deal with them. For example, they quickly increased the range of opportunities for
pupils to practise mental mathematics.
- The school works effectively to improve teaching. Leaders train and support teachers with the
aim of all teaching being outstanding and leaders recognise that there is still work to be done.
Senior leaders mainly observe teachers, but increasingly other teachers in leadership positions
are gaining this skill, and are using it to evaluate and contribute to improving teaching.
- Teachers have targets to help them improve their work. These are linked to pupils achieving
their challenging progress targets, to teachers’ professional development and to the school’s
priorities for development. Teachers know they have to meet their targets to advance on salary
- The local authority provides effective professional help for the school, especially in ensuring
accurate assessment. The school provides support for other schools.
- The school has a well-organised curriculum that promotes pupils’ appreciation of the traditions
and cultures of other countries and religions. It is enriched with music and drama, trips that help
make learning exciting, and out-of-school clubs and activities that widen pupils’ experiences.
Literacy, numeracy and computer activities are widely used and these promote pupils’ learning
of basic skills well.
- Assemblies are exciting events that are well attended by parents and in which pupils are fully
involved, often in presenting details of their successes. Along with the broad curriculum,
assemblies play a large part in promoting pupils’ spiritual, moral and social development.
- The Early Years Foundation Stage is well managed. Staff have very good links with children’s
families and these help the children to settle into school quickly. The school makes good use of
its outdoor and indoor areas for learning, and focuses particularly well on promoting children’s
personal, social and emotional development as the basis for their settling to work effectively.
- Parents and carers spoken to during the inspection are pleased with the school, and the
responses to the Parent View online questionnaire reflect this. The school seeks parents’ and
carers’ views regularly, and takes their views into account when planning improvements. It
provides activities to encourage parents to come into school to find out how English and
mathematics are taught so that they can help their children with their learning.
- The school promotes equality of opportunity and good achievement by all pupils. Discrimination
in any form is not tolerated. The school readily accepts pupils from elsewhere and who have a
wide range of problems that challenge the pace of their learning. Standards are rising and pupils’
progress is improving. Attendance is above average and rising, and teaching is improving. The
school shows strong capacity for further improvement.
- The governance of the school:
The governing body is well informed and most governors are well trained. Governors have a
good understanding of the performance of the school’s pupils compared with that of pupils in
other schools nationally, and of the performance of different groups of pupils. They ask the
headteachers and staff tough questions about pupils’ achievement, and at the same time do
their best to support staff in their efforts to raise standards further. They plan their
expenditure carefully, and check the impact it has on pupils’ progress. They know that their
spending on supporting pupil premium funded pupils is having a positive effect, and that the
gap between these and other pupils has narrowed.
Governors know how good teaching is, and know that teachers have to meet their
performance targets before they can advance on salary scales. They make sure that
safeguarding requirements are met and that there are secure procedures to check the
suitability of staff appointed to work in the school.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||114457|
|Local authority||East Sussex|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||466|
|Appropriate authority||The governing body|
|Date of previous school inspection||30 June–1 July 2010|
|Telephone number||01323 762177|
|Fax number||01323 760189|