The Langley Academy Review 2026: A science specialist with museum learning at its core

A secondary school that deliberately tries to make learning feel tangible. The Langley Academy has been built around a science specialism and an unusual educational thread: “museum learning”, where artefacts, objects and themed events are used to add context and curiosity across subjects. That approach is not a gimmick. It is referenced consistently in the academy’s own materials and in formal evaluations over time, alongside structured classroom routines and an inclusive culture.

The latest inspection (10 and 11 May 2023) rated the academy Good across all areas, including the sixth form.

For families weighing it against other Slough secondaries, the headline is a school that appears well-organised day to day, with strong emphasis on respectful behaviour, safety, and clear learning routines.

The academy’s identity is unusually specific for a large, mixed secondary. It opened in September 2008 as an academy with a science specialism and a “museum learning” model, described early on as the first museum learning school in England. That theme still shows up in how the curriculum is presented: trips, visiting speakers, and themed experiences are used to make subject content feel real, rather than purely textbook-driven.

The behavioural picture is broadly positive. Lessons operate with clearly communicated routines; pupils’ attitudes to learning are described as positive, and social times are calm, polite, and responsive to staff direction. The social tone matters in a diverse community, and the academy is described as inclusive, with respect for difference embedded into the pupil experience, including events such as “Our Cultural Heritage Day”.

Leadership continuity is a practical strength for parents to note. Mrs Alison Lusuardi is the Principal and has been the headteacher since 2017, following a promotion into the role. The school is part of the Arbib Education Trust, which is the governance structure parents will see reflected in policy and accountability.

The Langley Academy is a secondary and sixth form provider, so the most useful lens is GCSE outcomes plus the sixth form picture.

GCSE outcomes (FindMySchool ranking based on official data)

Ranked 1,513th in England and 14th in Slough for GCSE outcomes. This sits in line with the middle 35% of schools in England (25th to 60th percentile).

On attainment measures, the academy’s Attainment 8 score is 51.6, and Progress 8 is +0.48, indicating above-average progress from students’ starting points. EBacc-related measures show 14.4% achieving grade 5 or above across the EBacc element in the published dataset.

A-level outcomes (FindMySchool ranking based on official data)

Ranked 2,029th in England and 10th in Slough for A-level outcomes, placing it below England average overall.

The grade profile shows 1.72% A*, 7.59% A, 25.17% B, and 34.48% A*–B; the England average for A*–B is 47.2%.

The important implication for families is that the main school outcomes look more positive than the sixth form outcomes. For students already set on staying on post-16, it is worth paying attention to sixth form expectations, subject fit, and attendance culture (see Things to Consider).

Teaching is described as structured and high-expectation, with routines that help pupils manage behaviour and focus on learning. That matters in practice because it often correlates with calmer lessons and better learning time, particularly in mixed-ability settings.

The academy has also made strategic curriculum choices. Leaders are described as working to increase the proportion of pupils studying the English Baccalaureate, alongside a clear priority on reading and targeted support for pupils who struggle. The “museum learning” strand acts as an organising idea for enrichment and curriculum context, including artefact-based learning examples described in earlier formal evaluations.

Support for pupils with additional needs is a clear operational element. The academy has a specialist resource provision for pupils with hearing impairment, and pupils with special educational needs and disabilities are described as accurately identified and supported in lessons.

Where Students Go Next

Because the academy has a sixth form, outcomes after Year 13 matter. For the 2023/24 leavers cohort, 69% progressed to university, 18% entered employment, and 5% started apprenticeships (DfE destination measures as provided).

At the highest academic end, the academy recorded two Oxbridge applications in the measurement period, resulting in one offer and one acceptance, recorded as a Cambridge acceptance.

The practical takeaway is that most sixth form leavers progress into further study, with a meaningful minority moving straight into work. For students aiming for highly selective university routes, the pathway exists but appears small in scale in the recorded data.

Year 7 entry is coordinated through Slough Borough Council. For September 2026 entry, the council lists the key dates clearly: applications open 1 September 2025, the on-time deadline is 31 October 2025, and National Offer Day is 2 March 2026.

Demand is high. For the recorded admissions round, there were 854 applications for 163 offers, which equates to 5.24 applications per offer. First-preference pressure is also strong, with 2.28 first-preference applications per first-preference offer. The school is recorded as Oversubscribed.

The admissions implication is straightforward: families should assume competition for places and plan preferences accordingly. Where distance is a deciding factor at oversubscribed schools, use the FindMySchool Map Search to check your home-to-school distance precisely, then sanity-check it against historical offer patterns in your local authority area.

Sixth form admissions are not coordinated by the local authority in Slough; applications are made directly to the school, and the timetable can vary by year. If sixth form entry is a priority, confirm subject requirements, minimum GCSE entry expectations, and application deadlines directly with the academy.

The safeguarding position is clear: safeguarding arrangements are described as effective, underpinned by staff training, clear processes, and appropriate work with external agencies where needed. Pupils are described as feeling safe, with bullying characterised as rare and with confidence that concerns will be addressed.

Pastoral support also connects to inclusion. Respect for diversity is positioned as a lived norm, not simply policy language, and personal, social and health education is described as age-appropriate, including concepts such as consent and respect.

For families, the core point is that the academy appears to prioritise predictable routines, respectful behaviour, and a culture where pupils can report concerns and expect action.

The academy’s enrichment offer is tied closely to its identity rather than being a generic list of clubs. A range of activities, trips and visitors are described as helping bring learning to life, explicitly linked to “museum learning”. That can matter for pupils who learn best through context and concrete examples, or for families who want academic stretch without a purely exam-driven feel.

Named elements include the CARPE classics programme, described as a bespoke opportunity designed to broaden pupils’ experiences beyond what some would ordinarily access. There are also “super-curricular” clubs, plus structured programmes such as the Duke of Edinburgh’s Award. The presence of a cultural calendar event such as Our Cultural Heritage Day signals that enrichment is also being used to reinforce social cohesion and shared identity.

The academy has indicated an intention to increase participation in extra-curricular activities so that more pupils benefit from what is available. For parents, the right next step is to ask how many pupils participate regularly, and how the school supports pupils who need help with transport, equipment, or confidence to join.

This is a state school with no tuition fees. Expect the usual associated costs such as uniform, trips, and optional enrichment experiences.

Published operational timings indicate an 08:20 start to the day (timings have been shown publicly as “Academy Day from September 2019”), and exam-day guidance also references an 08:20 start. Timings can change, so confirm the current bell schedule if wraparound logistics are critical for your family.

As a Langley, Slough site, the practical routine for many families will be shaped by local road congestion at peak times and bus or rail options in the wider Langley area. If your child will travel independently, ask specifically how the school manages safe arrival, late gates, and end-of-day supervision.

• Competition for places. With 854 applications for 163 offers in the recorded admissions round, demand is materially higher than capacity. This matters for realistic preference planning.

• Sixth form outcomes look weaker than GCSE outcomes. The A-level ranking and grade distribution suggest the sixth form is an area where students should consider subject fit, study habits, and attendance expectations carefully.

• Attendance in the sixth form has been flagged as an improvement focus. If your child is considering Year 12 entry, ask how attendance is monitored, what support is in place, and how this links to academic progress.

• Museum learning will not suit everyone equally. Many pupils will enjoy the contextual approach, but students who prefer a strictly traditional, textbook-led style may need time to adjust to the academy’s emphasis on themed enrichment and curriculum experiences.

The Langley Academy is best understood as a structured, inclusive secondary with a distinctive curriculum identity. “Museum learning”, science specialism, and a calendar of enrichment are not side-notes here; they are part of how the school tries to make learning meaningful. Outcomes at GCSE look more encouraging than the sixth form picture so families with post-16 ambitions should probe sixth form expectations carefully.

Who it suits: families seeking a state secondary with clear routines, an inclusive culture, and an approach that brings subjects to life through context and enrichment, and who can handle a competitive admissions environment.