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  • Langley Park School for Boys
    South Eden Park Road
    BR3 3BP
  • Head: Mr Steve Parsons
  • T 020 8639 4700
  • F 020 8639 4633
  • E [email protected]
  • W
  • A state school for boys aged from 11 to 18.
  • Boarding: No
  • Local authority: Bromley
  • Pupils: 1730; sixth formers: 630: 240 girls / 390 boys
  • Religion: Non-denominational
  • Open days: Open evening for external students – Thursday 27th January 2022
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • 16-19 study programmes Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 5th March 2019
  • Previous Ofsted grade: Outstanding on 18th June 2015
  • Ofsted report: View the Ofsted report

What says..

Maths is a real strength, with the school having injected a lot of time and effort into recruiting the best maths (and for that matter, economics) teachers – many try to enter at sixth form on the basis of this department alone. Loyal staff cohort, with many who have been at the school for over 30 years. Around 15 were former pupils of the school and two Langley weddings have taken place this year between staff members. ‘A real community school’, we are told.  We’ll say! Sport and drama are the real biggies here and both are played out to a very high standard. Head believes that...

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What the school says...

Our vision is that education is a whole life enterprise closely related to the well-being of the communities in which we live. The prime task of Langley Park School for Boys, is to provide all pupils with equal access to a broad relevant and dynamic curriculum which reflects local needs, giving parity to vocational studies, emphasising industry links and underpinned by the broader goals of responsibility, tolerance, self reliance and a lifelong interest in learning.

Langley Park School for Boys is a place where all students are encouraged to achieve the highest academic and social standards, feel secure and important and in which cultural diversity is prized. Where there are special needs these must be assiduously met. The school will continue to promote music, drama, art and sporting life as central elements of its success and appeal to pupils. The sustaining and strengthening of existing and new extra curricular activities and competitions are crucial to the school's future.
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What The Good Schools Guide says


Since 2013, Steve Parsons BA MA NPQH (40s). Previously deputy head at Dunraven School, the highly sought-after south London co-ed state secondary in Streatham, and before that assistant head at Crown Woods College. Degree in history from King's College; masters in school effectiveness and improvement from the IoE. Inspired by his own history teacher, ‘who had endless fascinating stories,’ he cut his teeth as a history teacher at Hurlingham and Chelsea School, ‘which although sounds posh, was in fact a very challenging inner London school’.

A pleasant chap, he is extremely tall, focused, modest and – joy of joys – devoid of any clichéd sound bites. Pupils regard him highly, telling us he is very visible around the school and attends most of the sporting fixtures, ‘especially cricket’. Parents concur, saying...

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

Langley Park School for Boys (LPSB) is an inclusive school working towards the ethos of Quality First Teaching. LPSB offers provision to support children with communication and interaction, cognition and learning difficulties, social, mental and emotional health problems, sensory or physical needs. The range of support deployed will be tailored to individual need following thorough assessment by internal or external agencies. It is designed to promote pupils working towards becoming independent, resilient learners and should not be seen in isolation.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders
CReSTeD registered for Dyslexia
English as an additional language (EAL)
Has an entry in the Autism Services Directory
Has SEN unit or class Y
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

most years
quite often
sometimes, but not in this year

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