Abbey Primary School


Name Abbey Primary School
Website http://www.abbey.walsall.sch.uk
Ofsted Inspection Rating Requires improvement
Inspection Date 12 January 2017
Address Glastonbury Crescent, Mossley Estate, Bloxwich, Walsall, West Midlands, WS3 2RP
Phone Number 01922710753
Type Primary
Age Range 2-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 239 (54% boys 46% girls)
Number of Pupils per Teacher 23.7
Percentage Free School Meals 39.1%
Percentage English is Not First Language 5.4%

Information about this school

The school meets requirements on the publication of specified information on its website. This is a small primary school. The vast majority of pupils are from White British backgrounds. Other pupils come from a range of backgrounds representing minority ethnic groups. A very small number of pupils speak English as an additional language. There is a high turnover of pupils who join or leave the school at different times. The governing body extended early years provision since the previous inspection by admitting two-year-old children. The provision is staffed by two qualified adults who are key workers and manage no more than four children each. The early years now comprises pre-school provision for two-year-olds and three-year-old provision in the Nursery class. All the children in both of these pre-school settings attend part-time. There is also four-year-old provision in one Reception class and the children attend full-time. The percentage of pupils who have special educational needs and/or disabilities is similar to that of most schools. The percentage of pupils eligible for pupil premium funding is high compared with most schools. The school met floor standards in 2015, which are the minimum requirements for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. Following the most recent unvalidated national assessment results in 2016, Walsall local authority implemented a school improvement review to support and challenge leaders, governors and staff to improve pupil outcomes in key stages 1 and 2. The school runs a morning breakfast club and after-school clubs for pupils.

Summary of key findings for parents and pupils

This is a school that requires improvement The school’s effectiveness has declined since the previous inspection. Leaders do not assess the quality of teaching and learning accurately. They do not provide precise feedback to staff on the strengths and weaknesses of teaching and learning. Teachers do not use assessment information consistently enough to plan work that offers the right level of challenge for pupils. This slows learning, particularly for the most able pupils and those who have the potential to reach age-related standards. Differences are too wide in some classes between the achievement of disadvantaged pupils and others who are not disadvantaged. Pupils’ work and observations of teaching show that teachers and support staff do not ask the right questions to deepen pupils’ understanding. Adults do not intervene enough while pupils work to help correct mistakes. This slows learning and prevents pupils from mastering higher levels of understanding. Pupils make slower progress in reading and writing compared with mathematics. Pupils do not read often enough, or experience a broad enough range of books, authors and genres. Workbooks show that pupils make too many repeated spelling and punctuation errors when writing independently. The school has the following strengths Senior leaders and governors have eliminated inadequate teaching. This is starting to reverse a trend of decline in pupils’ achievement. Children in the early years get off to a good start. They make good progress in their development of early language and literacy. The leadership of the early years is good. The support offered and care provided for vulnerable families are effective in improving pupils’ safety, welfare and attendance. Pupils who have special educational needs and/or disabilities achieve well and make good progress. Planning and oversight of their work and of interventions are effective. Pupils’ behaviour is good. There are positive relationships between pupils, parents and staff. The curriculum and enrichment activities offered by the school have a positive impact on pupils’ spiritual, moral, social and cultural development.




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