Langdon Academy Review 2026: Ambitious all-through education in East Ham, Newham

An all-through academy serving East Ham from early years through to Year 11, this is a large, high-capacity school with a clear emphasis on continuity, literacy, and personal development. Official inspection records show the last graded judgement as Good (May 2019).

For families who value a single setting from Reception to GCSE, the all-through model is a practical advantage. It reduces transition friction, lets staff build long-term knowledge of pupils and students, and can help children who benefit from predictable routines. The school is also part of Brampton Manor Trust, an important context for governance and shared leadership.

Langdon Academy describes its ethos in terms of partnership and effort, with the “Langdon skillset” presented as a core aim. The language is specific, confident, creative, expressive, independent, collaborative, empathetic, resilient, and it gives a useful clue about what adults are trying to build alongside academic results.

History matters here, not as a marketing gloss, but as part of the site’s identity. The school’s own account tracks a post-war civic project that involved draining and filling marshland and culverting a stream to create what became the Langdon Schools, completed in 1953. In 1972, the original schools on the site were combined to form a mixed comprehensive, before conversion to academy status in 2014 as part of Brampton Manor Trust.

Leadership is clearly signposted. Jamie Brooks is named as principal across official and school sources, with an appointment date of 01 September 2018 recorded via the governing body interests register.

Ofsted’s most recent visit (22 and 23 October 2024) was an ungraded inspection and concluded that the school may have improved significantly across all areas since the previous inspection, while also confirming that safeguarding arrangements are effective.

Because Langdon is all-through, the clearest picture comes from looking at the primary and GCSE phases separately.

Primary outcomes (Key Stage 2)

In 2024, 84.33% of pupils met the expected standard in reading, writing and mathematics combined, compared with the England average of 62%. At the higher standard, 32.67% achieved greater depth in reading, writing and mathematics, compared with the England average of 8%. Those are strong indicators of both secure basics and a meaningful proportion working beyond the expected level.

Scaled scores add useful nuance. Reading is 106, mathematics is 110, and grammar, punctuation and spelling is 108. Science also looks secure, with 88% meeting the expected standard, above the England average of 82%.

In the FindMySchool primary ranking (based on official data), the school is ranked 1,986th in England and 33rd in Newham. That places performance above the England average, within the top 25% of schools in England. Families using FindMySchool’s Local Hub pages can compare nearby schools side-by-side using the Comparison Tool, which is helpful in boroughs where options can differ sharply by micro-area.

GCSE outcomes (Key Stage 4)

At GCSE, the school’s FindMySchool ranking places it 1,128th in England and 13th in Newham for GCSE outcomes (FindMySchool ranking, based on official data). This sits above England average overall, within the top 25% of schools in England.

The Progress 8 score is 0.54, which indicates students make above-average progress from their starting points. Attainment 8 is 52.4. EBacc average point score is 4.75, and 24% achieved grade 5 or above in the EBacc measure.

A practical reading of these numbers is that Langdon is not relying on intake alone. Progress is a key signal for parents looking for a school that adds value, particularly in a large all-through where consistency of teaching and behaviour systems has to work at scale.

The curriculum is presented as carefully sequenced, with reading placed at the centre from early years onwards. That matters because “reading-first” is one of the few whole-school levers that improves outcomes across subjects, not just in English. In the primary phase, early reading is reinforced by structured phonics and by a daily reading curriculum through to Year 6.

Early years provision is described in unusually concrete curriculum terms. The school states it follows the Early Excellence Curriculum Model and describes continuous provision, enhanced provision, and directed activities as distinct levers, supported by named programmes such as Little Wandle Letters and Sounds and White Rose Maths. For parents, this is useful because it signals a planned approach rather than a loosely defined play model.

In the secondary phase, subject breadth is clear, with options spanning arts and creative subjects (including photography and drama), humanities, modern foreign languages, and vocationally aligned areas such as food, hospitality and catering, and digital information technology. What matters for families is whether breadth is matched by teaching quality and consistent classroom routines. The most recent inspection evidence emphasises regular checks for understanding, swift correction of misconceptions, and adaptations that help learning remain accessible for all pupils.

Music is a particularly well-documented example of how a subject area is structured. The department references practical learning via instruments and music technology, including named tools such as Logic Pro and Charanga Yu Studio, and sets out enrichment routes that go beyond lessons. This kind of specificity usually correlates with stronger take-up and sustained participation, especially for students who thrive on performance-based goals.

Because the school currently runs to age 16, the key destinations questions are about transition at Year 6 and progression after Year 11.

Year 6 to Year 7 continuity

For many families, the primary advantage of an all-through setting is reducing the disruption of changing school at 11. Langdon’s admissions information indicates that the standard Reception application route does not apply in the same way to children already attending the primary phase who want to continue, which strongly suggests continuity is a core expectation in practice. Families should still check the precise internal transfer arrangements, particularly if moving in-year or if a child’s needs require specific provision.

Post-16 routes after Year 11

The school states that 94% of students remain in education or employment after Key Stage 4, which is a useful, parent-facing indicator given the absence of a sixth form on-site.

Careers support is described as structured from Year 7, with qualified careers advisers attached to the school and a dedicated senior lead named on the careers page. That matters because, in a Year 11-only endpoint model, guidance and application support become more consequential. Strong post-16 progression typically depends on clear timelines, high-quality advice, and targeted support for students who are unsure whether they are aiming for sixth form, college, or an apprenticeship route.

As part of Brampton Manor Trust, the school sits alongside Brampton Manor Academy, which provides an obvious local sixth form pathway for some families, although entry requirements and availability will vary year to year.

Admissions are coordinated through the local authority route for both primary and secondary entry points, with national deadlines and offer dates clearly stated on the school’s admissions pages.

Reception entry

For September 2026 entry, the national closing date for on-time Reception applications is 15 January 2026, with offers issued on 16 April 2026.

Demand data indicates the Reception entry route is oversubscribed, with 86 applications for 29 offers in the most recent dataset, equivalent to 2.97 applications per place. That level of demand typically means that priority criteria and distance factors can become decisive in a borough context, even when a school is large.

Year 7 entry

For September 2026 entry into Year 7, the published national closing date for on-time applications is Friday 31 October 2025, with the national offer date on Monday 2 March 2026.

Year 7 demand is also strong: 725 applications for 295 offers in the most recent dataset, which is 2.46 applications per place. In practical terms, families should assume competition for places and plan to use all available preference slots sensibly, rather than relying on a single first choice.

Because there is no published “last distance offered” figure available for this school, families should avoid making assumptions based on anecdotal catchment talk. FindMySchool’s Map Search is particularly useful here, as it helps you understand how your precise location might compare to historic patterns, while recognising that distance outcomes can change materially each year.

Pastoral strength at scale depends on consistent behaviour systems, high-quality safeguarding practice, and a clear personal development programme. The most recent inspection evidence points to very positive behaviour around the school and a strong sense of safety, alongside a continued focus on attendance improvement using whole-school strategies supported by individual approaches where needed.

Personal development is not described as a bolt-on. The school references structured content on finance, mental health, and revision strategies, which aligns well with the reality of an all-through intake that includes a wide range of starting points and home circumstances. For parents, the implication is a setting that is trying to make “life skills” explicit, not assumed.

Provision for pupils and students with additional needs is notable in two ways. First, the school states it has resourced provision in both primary and secondary phases for autism. Second, the resourced provision descriptions include practical supports that indicate a thoughtful approach to regulation and independence, rather than a narrow “withdrawal room” model.

A strong extracurricular offer in a large all-through should do two things. It should widen opportunity for pupils who need a reason to love school, and it should provide structured extension for those ready to go further.

Clubs, study support, and enrichment

The school publishes a detailed list of secondary after-school activities and interventions. This includes English debate club, English writing club, maths challenge, a combined maths and chess club, eco club, inclusion homework club, and an LRC study zone. That mix matters because it signals both cultural and academic breadth, as well as a deliberate approach to homework and independent study support.

For pupils in the primary phase, clubs are shown as termly and changing, with examples including messy play, multi-sports, dancing, arts and crafts, reading, keyboard and typing, jewellery design, and gardening. That kind of rotation helps families whose children are still discovering interests and builds habit and confidence rather than early specialisation.

Music as a structured pathway

Music is unusually well specified, which is often a sign of a coherent department rather than a single enthusiastic teacher. Instrumental lessons are offered across a broad range including violin, cello, clarinet, saxophone, trumpet, voice, drum kit, guitar, piano, tabla, and dhol. Enrichment includes choir, orchestra, bands, string group, and a dedicated dhol club. The implication for students is that music can be a genuine pathway, not just an occasional performance.

Inclusion and specialist provision as part of wider life

The autism resourced provision information is also relevant to extracurricular life. The secondary provision describes a central “Hub”, small-group working spaces, a supporting library space for literacy and regulation, and practical independence facilities including a “real life flat” with a kitchen. This is significant because it suggests that participation and independence are designed into the environment, which increases the likelihood that students with additional needs can access wider school life rather than being sidelined.

This is a state school with no tuition fees. Families should still plan for standard costs such as uniform, educational visits, and optional extras such as music tuition.

For primary-aged pupils, wraparound care is published and specific. Early Bird Club runs 07:45 to 08:30 at a cost of £3 per day, and the 5.30 Club runs 15:15 to 17:30 at £7 per day.

The school day timings are also clearly set out. Secondary breakfast is served 08:00 to 08:30, with line-up at 08:35 and the day ending at 15:05. Primary gates open at 08:40, with school starting at 08:45 and home time at 15:15.

For travel, bus access is the most straightforward reference point in official transport data. Transport for London lists bus route 300 serving Sussex Road, which is useful for families planning independent travel as children get older.

• No on-site sixth form. The all-through experience ends at 16, so post-16 planning matters. Families should pay attention to Year 10 and Year 11 guidance, visits, and application timelines, particularly if aiming for competitive sixth forms.

• Large-school dynamics. With a high capacity, systems and consistency matter. Many children thrive in large settings with clear routines, but families seeking a very small-school feel may prefer a smaller roll.

• Competition for places. Both Reception and Year 7 entry routes are oversubscribed in the latest dataset, at roughly 3 applications per place for Reception and about 2.5 per place for Year 7. If you are set on this option, plan preferences carefully and do not rely on late applications.

• Specialist provision is structured, but still selective. The autism resourced provision descriptions are detailed and purposeful, but access depends on the right needs profile and local authority processes, not simply parental preference.

Langdon Academy offers a clear all-through proposition in East Ham: stability from early years through to GCSE, strong primary outcomes, and a secondary phase that appears to add value through positive progress measures. The detailed curriculum and enrichment information, particularly in early years, music, and study support, suggests a setting that takes both structure and personal development seriously.

Best suited to families who want continuity, value an ambitious curriculum, and prefer a school that can support a wide range of learners, including students who benefit from specialist autism resourced provision. The main challenge is admission demand, particularly at key entry points.