We believe passionately that all children have the right to an excellent education and this begins from the time they enter the school. We ensure that sufficient time and resources are available for the teaching of Numeracy and Literacy as these are the foundations upon which all other learning is built. Acquiring these skills enables children to take their place in society and make a valuable contribution to their community. We identify and support children who are struggling with reading at an early stage and our special needs teachers work together with class teachers to make a plan for improvement which is shared and agreed with parents.
For children to achieve they need to have a secure understanding of basic skills and a healthy sense of self worth. We place great emphasis on these areas of learning and see them as the foundational building blocks for all other learning.
Our four reception classrooms are equipped with community playthings furniture and resources which gives the children the maximum opportunity to enjoy imaginative creative play.
Our Early Years team is led by an experienced teacher, Miss Kayleigh Hadley. In addition to the learning support staff who are based in each playroom, each class has an apprentice who is working with the children as they gain their qualification. Having a third person in the room is not a statutory requirement, but allows us to give each child more time and attention.
Literacy, Numeracy and Lifeskills
Literacy, Communication and Language
The school does all that it can to encourage children to develop a love for reading. We acknowledge that boys and girls learn differently and use methods of teaching that engage both. When children read and write well, a whole world of opportunities opens up to them; they are able to use their communication skills to express their thoughts and feelings, and also to play an active part in discussions about their community. Understanding the importance of Literacy to all other areas of the curriculum ensures that the school identifies any problems in this area early and works with children and parents to put them right. Daily reading time built into the timetable helps children to enjoy reading; Literacy lessons are exciting and full participation is encouraged. Using our Film Studio, children have the opportunity to talk to camera and put their films onto the school intranet for other children and parents to share. Our programme for teaching Phonics using letters and sounds underpins and supports children’s understanding and learning of sounds and words and is combined with other methods of word recognition to ensure that children quickly learn how to read fluently and absorb information.
We use several high quality reading schemes to inspire and motivate children to read; The Oxford Reading Tree, Bug Club and Project X are supported by a rich supply of books in our well stocked library. Children also have book areas in their classrooms so that they can select and read stories throughout the day and during their reading lesson.
All children are born with a basic understanding of number and yet they often learn to be afraid of Numeracy at school. This is often a fear born from the belief that they have to know the right answer rather than learn how to find and discover the right answer. Lower School Numeracy lessons are very practical with lots of opportunities to investigate numbers through play and enjoy number puzzles. This is built upon at Upper School where children use their developing skills to solve problems without losing their enthusiasm or confidence to tackle difficult concepts.
Click here to view our Calculation Policy
As a school that believes in the importance of preparing children for life this aspect of learning is integral to our philosophy. Helping a child to understand the importance of tolerance and meeting the needs of others is as crucial as teaching them how to look after and manage their finances. The programme is varied and builds year on year as the children mature and develop.
R.E. and Philosophy
As the school is based on Christian principles, R.E. lessons use themes such as kindness, truthfulness and helpfulness to encourage all members of the school community to work and live together harmoniously. Stories from all religions may be used to illustrate the themes. Children are taught to respect all faiths and beliefs and to value the opinions and views of others, even if they differ from their own. We encourage children to think and question using philosophical enquiry as a platform for discussion.
Our daily act of collective worship is mainly of a broadly Christian character and all children are expected to attend.
Well-being for the School Community
Through building solid foundations at Langley Hall Primary Academy, our children will meet their full, social, emotional and physical potential during this first chapter of their lifelong learning journey. Those who support and nurture our children’s mental well-being, our teachers and parents, will from time to time need their own well-being to be supported.
At Langley Hall Primary Academy, we are committed to ensuring the well-being of all members of the school community and supporting each other through times of challenge and difficulty.
Mental health includes consideration for our physical, emotional, psychological and social well-being. Good mental health enables us to achieve our full potential, cope with every day stresses and strains of life and be able to perform effectively, preparing children for life.
Miss Killian is our personal development lead who is supported by other members of staff in their role as mental health first aiders. They can support children, staff and parents. Slough is committed to ensuring that the emotional health and well-being of everybody within our schools is a shared responsibility and the charter for Slough schools can be found by clicking ““LHPA Charter”: “:
If as a parent, you feel that the school can help you or your family in any way, please contact Mrs Catriona Eadie (Head of Children’s Services).
International Primary Curriculum
Langley Hall Primary Academy uses the International Primary Curriculum as a basis for teaching Geography, History and Science. It also has links to Art, Music and Drama. The curriculum plans have clear processes for learning and specific learning goals for every subject. the learning programme engages pupils at every level giving purpose and meaning to learning.
Click here to find out more about the International Primary Curriculum.
We want children to enjoy sports and games and develop skills to a high level. We enthusiastically encourage children to love sport. All children, from Reception through to Year 6, are taught by specialist sports and swimming coaches. At both Lower and Upper School we employ Play Rangers who support and encourage play-time games and activities. These staff hold sport qualifications and also take each class during the week for their games lesson. They create game zones at play-time offering different game resources each day which promote positive team activities.
In Upper School our specialist sports coaches lead the 2 hour games session for each year group and offer a wide variety of sports that include netball, football, cricket, rounder’s, rugby, gymnastics, hockey, badminton and athletics. We hire Thames Valley athletics track for our Upper School Sports Days and a local authority field for Lower School to use each week.
All children swim on a weekly basis in our indoor heated swimming and we employ a lead Swimming Teacher. We have an assistant coach and train some of our teachers to be Coaches and lifeguards also. We believe that swimming is a particularly important sport and children swim on a weekly basis and are encouraged to take part in our swimming galas.
Our school encourages competitive sport and children take part in local sports tournaments and league matches.
Sport Fixture Results
Sport Fixture Results 2018-2019
How we have used the PE and Sport Premium Funding
Evidencing the Impact of Primary PE and Sport Premium 2019-2020
Evidencing the Impact of Primary PE and Sport Premium 2018-2019
Sport Funding 2017-2018
Sport Funding 2016-2017
Sport Funding 2015-2016
Creative Arts are a particular focus within the school and specialist Dance, Drama, Art and Music teachers ensure that children develop skills to a high standard. The school has a specialist music and dance/drama studio and a film studio. All children learn to play the violin from year 1 to year 4 as part of their music workshop sessions. They also learn to play the recorder and in year 4 children may select a wood, string or brass instrument to play. In years 5 and 6 all children may join the orchestra and there are lots of opportunities for them to perform in music concerts and plays. The big Upper Phase productions rival any West End show and bring together skills from across the whole curriculum.
Langley Hall Primary Academy believes passionately that providing opportunities for a child to develop creativity is essential. Drama, art, philosophy and creative thinking all help to build a child’s self esteem, confidence and general enjoyment of school activities.
Our specialist art team work with children in a variety of mediums encouraging them to learn about artists and artistic techniques.
Click here to access our Music Review 2019
Click here to read our Music Team resumes
Click here to access our Music for All leaflet
Click here to access our Acting the Part Leaflet
In January 2020 Langley Hall Primary Academy was awarded the top level Platinum Artsmark Award, putting us within the top 7% of schools nationally to achieve this award.
The awarding body made the following statement:
Your vision for the Arts at Langley Hall is very impressive, and you have created a curriculum that is innovative and unique, with the expectation that every child will learn to play both the violin and recorder from the age of five, and have the opportunity to learn a third instrument from the age of nine.
Pupils’ musical accomplishment is recognised by high levels of passes in the Royal Schools of Music ABRM exams; and being part of your musical community has fostered children’s personal development and their confidence.
School leaders and governors are deeply committed to the Arts and understand their value in enriching children’s lives. You have created a school ethos where there are high expectations for what every child can achieve in the Arts, in a learning environment where there are exciting opportunities for children to discover their creative talents and shine. Your range of offer is excellent – children can learn to be reporters and film-makers; broadcast on the school radio station; learn about using natural resources in art on the school farm; and take part in performances and learn technical, backstage and front of house skills. They have abundant opportunities to participate in off-site trips to arts and culture organisations; and work with arts industry specialists.
Consequently, children are inspired and motivated to enjoy their learning and achieve excellence. Talented and Gifted children are encouraged to take ownership of their own arts learning through participation in the Arts Award programme.
The main focus of your Artsmark journey outlined in your Statement of Impact has been the development of your ‘Music for All’ approach into an online continuing professional development resource which shares your teaching approach and advocates for the Arts beyond your own setting. As a result of the online course, face-to-face training and the contribution of the pupils (including YouTube films), other schools have been inspired to re-design their curriculums and prioritise the Arts. Your ‘Music for All’ pedagogy has attracted national visitors to the school from across the country, creating new opportunities to perform at prestigious venues and for partnership working.
As you continue to develop, we would be interested to learn in greater detail about your partnerships and collaborations with arts professionals and cultural organisations and the impact they are having, as well as the CPD opportunities these may afford staff. You may also wish to consider further extending your children’s own work as ambassadors for the Arts by involving them in planning arts and cultural experiences, and in choosing professional partners. You should also seek to capture and record evidence of the impact of the Arts on children’s attainment, as planned in your Statement of Commitment, and on their personal development, as this will significantly strengthen your admirable advocacy for the Arts.