|Name||Abercrombie Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||07 February 2017|
|Address||Higher Albert Street, Chesterfield, Derbyshire, S41 7QE|
|Religious Character||Does Not Apply|
|Number of Pupils||249 (55% boys 45% girls)|
|Number of Pupils per Teacher||24.0|
|Percentage Free School Meals||8.7%|
|Percentage English is Not First Language||14.1%|
Information about this school
Abercrombie Primary School is an average-sized primary school. Pupils are taught in single-age classes, including children in the early years, who attend full time. Children attending the school’s Nursery attend for half days and have their own classroom. The majority of pupils are of White British heritage. The proportions of pupils from minority ethnic backgrounds or who speak English as an additional language are below the national average. The proportion of disadvantaged pupils eligible for the pupil premium is below the national average. The proportion of pupils who have special educational needs and/or disabilities is well below the national average. In 2015, the school met the national floor standards for pupil achievement. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a school that requires improvement Senior leaders have an overgenerous view of pupils’ academic achievements in key stages 1 and 2. They are not effective enough in analysing the school’s information on pupils’ outcomes. Senior leaders’ monitoring of standards has not been rigorous enough to identify and address pupils’ underperformance. Improvements in pupils’ outcomes have not been rapid enough. Governors have not been tenacious enough in challenging the school’s leaders about pupils’ outcomes, particularly those of disadvantaged pupils. Governors’ use of performance management to link pay progression to pupils’ achievements has not been effective. Teachers do not plan lessons that meet the needs of pupils with different abilities. Too often, the least able and the most able do not make enough progress in their lessons. Teachers are not as good as they need to be at identifying pupils’ next steps in learning. Pupils do not develop and deepen their understanding nor secure their learning over time. Pupils do not make the progress they are capable of in key stages 1 and 2. They do not build on the good progress they make in the early years. Pupils, particularly the most able disadvantaged, do not attain as well as they should in key stages 1 and 2. Their outcomes do not match the potential they show in their lessons. The school has the following strengths Leaders’, staff’s and governors’ commitment to the well-being and personal development of each pupil is unwavering. They are good role models for the pupils. The school’s caring culture is ever present. Pupils are considerate and thoughtful towards others. Pupils’ spiritual, moral, social and cultural learning is strong. They have the potential to make good citizens for the future. Children make a good start to their schooling in the early years. They make very good progress from their starting points.