Langer Primary Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
120
AGES
4 - 11
GENDER
Mixed
TYPE
Academy sponsor led
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
0345 600 0981

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(26/09/2023)
Full Report - All Reports
67%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Langer Road
Felixstowe
IP11 2HL
01394283065

School Description

Until recently, pupils had a poor experience of school. Teachers changed frequently. The work pupils did was not well planned. This is beginning to change. However, pupils, especially younger ones, do not know and understand as much as they should. Older children are catching up towards where they should be. Despite its weaknesses, pupils are positive about their school. The school is a happy place to be. Pupils say that the new behaviour systems are working well for most pupils. There are a few pupils who find it difficult to behave well consistently and sometimes disrupt lessons. They are being helped to behave better. Pupils say that bullying is rare. They know that they can talk to adults in the school about any worries. Pupils enjoy sports, particularly the well-attended lunchtime and after-school sports clubs. Pupils like mathematics and the school’s new programme for English. Pupils are encouraged to become confident and learn about the world through assemblies, trips and visitors. Pupils enjoy a range of experiences. For example, Year 5 and 6 took part in the swimming gala. There are several areas of the school that are used to nurture and support pupils who find being in school difficult. Pupils are cared for very well. Older pupils told us how highly they value the activities to promote good mental health and the opportunities to talk about any concerns. What does the school do well and what does it need to do better? Since the previous inspection in 2018, changes of leadership and staff have led to a lack of confidence in the school by pupils and parents. Unity Schools Partnership (multi-academy trust) took over the running of the school in September 2019. Leaders from the new trust give lots of support and bring in leaders from other schools to help. A more stable staff team is also helping to make improvements. However, the school’s leadership is still developing and has not had time to have enough impact, especially on improving the quality of education. For example, there are gaps in leading some subjects and aspects of the school’s work, including provision for pupils with special educational needs and/or disabilities (SEND). In other areas, recent improvements have been much more obvious. Teachers and pupils told us that the school is much calmer. We found a productive working atmosphere in classrooms. Leaders are working hard with families to improve attendance, which remains below average. Over time, outcomes in national tests have been very low in all age groups. Results have declined further since the last inspection. The poor attainment of pupils means that they are not prepared for their next stage of education. Leaders now ensure that teachers address the gaps in pupils’ knowledge in mathematics and English, as a matter of urgency. They have invested appropriately in programmes and training for teachers to ensure that teaching and learning are well structured across the school. This is beginning to ensure that pupils are secure in the basic skills and Inspection report: Langer Primary Academy 10–11 March 2020 2 concepts before they move on to new learning. Mathematics and English are now being delivered in line with leaders’ expectations. However, this is in the early stages of development, and there are still too many pupils who are achieving poorly. Too many pupils are not able to read and write as well as they should. Phonics is not taught consistently well. The wider curriculum is now well planned by a specialist from the trust. The curriculum is appropriate, but it is new this year. One of the clearest improvements since September is that pupils with SEND are now having their needs identified. Effective support from the trust is ensuring that the most severe needs of pupils are being met. Leaders have ensured that measures for improving pupils’ behaviour are applied across the school. The ‘Playtime POD’ introduces pupils to a variety of scrap materials to encourage creative play. Pupils of all ages work together productively in a variety of interesting ways. This has been instrumental in improving the way pupils behave towards each other at breaktimes, as well as building their self-assurance and mutual respect. Leaders’ work to promote pupils’ personal development is well considered. Each visit or trip links to school leaders’ priorities to help build pupils’ confidence and resilience. Pupils can confidently and maturely debate important and tricky topics. For example, pupils showed their strong sense of fairness and a good understanding while debating the justification of an eye for an eye and a tooth for a tooth. They articulated well the danger of judging others, and the consequences this may have. Pupils value diversity in their school. They appreciate how some family structures can be different to others. They also respect that some pupils have additional needs and require extra support at times. The strong personal development is particularly reflected within the early years. Here, children are settled and familiar with routines. They mostly listen carefully to instructions and engage well with their activities. However, teachers do not plan activities that consider what children can already do. Children do not make the progress they should because teaching does not build on prior learning systematically.

Langer Primary Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>38, "disagree"=>0, "strongly_disagree"=>8, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 10-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>33, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 10-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>42, "disagree"=>4, "strongly_disagree"=>8, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 10-11-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>38, "strongly_agree"=>29, "agree"=>4, "disagree"=>13, "strongly_disagree"=>8, "dont_know"=>8} UNLOCK Figures based on 24 responses up to 10-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>25, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 10-11-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>21, "strongly_agree"=>42, "agree"=>25, "disagree"=>4, "strongly_disagree"=>8, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 10-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>0, "agree"=>25, "disagree"=>0, "strongly_disagree"=>50, "dont_know"=>25} UNLOCK Figures based on 10 responses up to 10-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>17, "disagree"=>13, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 10-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>42, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 10-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>25, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 10-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>42, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 24 responses up to 10-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>25, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 10-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>42, "disagree"=>8, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 10-11-2023
Yes No {"yes"=>92, "no"=>8} UNLOCK Figures based on 24 responses up to 10-11-2023

Responses taken from Ofsted Parent View

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