|Name||Abbey Junior School|
|Ofsted Inspection Rating||Good|
|Inspection Date||30 April 2015|
|Address||Barclay Road, Smethwick, West Midlands, B67 5LT|
|Religious Character||Does Not Apply|
|Number of Pupils||363 (51% boys 49% girls)|
|Number of Pupils per Teacher||25.7|
|Percentage Free School Meals||12.7%|
|Percentage English is Not First Language||18.2%|
Information about this school
The school is larger than the average-sized primary school. Around half of the pupils are White British. The remaining pupils come from a wide range of minority ethnic backgrounds. An average proportion of pupils is disabled or has special educational needs. The proportion of disadvantaged pupils supported through the pupil premium (additional funding for pupils currently known to be eligible for free school meals, those who have been eligible for free school meals at any time in the last six years and children in the care of the local authority) is above average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics. The school is part of a federation with Abbey Infants School. The two schools share a governing body, an executive headteacher (referred to as the headteacher throughout this report) and an executive deputy headteacher (referred to as the deputy headteacher throughout this report). The previous executive headteacher fell ill in February 2014 and the executive deputy headteacher was made acting executive headteacher until September 2014. She was supported by the current executive headteacher who took up his current post in September 2014.
Summary of key findings for parents and pupils
This is a good school. The school is improving rapidly under the outstanding leadership of the headteacher. The headteacher, deputy headteacher and the governors have worked very well together to improve teaching and raise achievement. Governors hold the headteacher and other leaders to account very well and ensure that actions to improve are successful. The school’s leaders have used the pupil premium funds well to provide a wide range of support for disadvantaged pupils. Disadvantaged pupils make outstanding progress in reading and writing. The gaps between their attainment and that of other pupils is closing rapidly. Pupils make good progress and standards are now above average in Year 6. Teachers have high expectations of how well pupils will achieve. They set challenging tasks that are well matched to pupils’ abilities. Teachers encourage pupils to reach higher standards by setting them clear targets for improvement. Pupils behave well, both in and out of lessons. By Year 6, pupils’ attitudes to learning are exemplary. The school is an exceptionally safe place for pupils. Pupils from all backgrounds get on very well with one another. Pupils’ attendance is consistently well above average. It is not yet an outstanding school because : Teachers do not check often enough that pupils are concentrating fully and working as hard as possible in lessons. Teachers occasionally make errors in punctuation and grammar in their own writing, which does not provide a good model for pupils. Subject leaders do not consistently provide clear guidance to teachers on how to improve their teaching.