Abbey CofE Academy

Highlights from Latest Inspection

Outcome

Abbey CofE Academy continues to be a good school.

The principal of this school is Deborah Godfrey. This school is part of The David Ross Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Stuart Burns, and overseen by a board of trustees, chaired by David Ross.

What is it like to attend this school?

Pupils describe Abbey CofE Academy as being safe, friendly and supportive. They say it is a place where they can be themselves.

Pupils benefit from positive, caring relationships with the adults at the school.

Staff know the pupils well. They treat them with kindness a...nd respect. Pupils say, 'The staff here always have time for you.

Nothing is ever too much for them.'

Pupils are polite. They behave well.

They have positive attitudes to learning. Most pupils sustain their concentration well.

The school wants the very best for all pupils.

This aim is underpinned by values of aspiration, ambition, courage, respect, compassion and integrity. Staff teach pupils what these values mean and why they are important. Pupils know, for instance, that integrity is about doing the right thing even when no one is watching.

They try to show these qualities in their work and through their interactions.

Pupils are proud of their school. They appreciate the multitude of opportunities on offer to broaden their horizons.

Pupils like being part of The David Ross Education Trust (DRET). They say, 'Being part of DRET is great. We do lots of things with other DRET schools, such as sports master classes and competitions.'



What does the school do well and what does it need to do better?

The school's curriculum is ambitious and well sequenced. It is a curriculum for all its pupils. The school ensures that learning is adapted for disadvantaged pupils and those with special educational needs and/or disabilities (SEND).

Staff know where these pupils have gaps in their learning and how to meet their individual needs. Modified tasks, additional resources and skilful adult support help these pupils to achieve well.

The development of pupils' vocabulary is a consistent feature of all lessons.

Staff define new words and model how to use them. In mathematics, for example, this enables pupils to explain themselves succinctly. However, the school's focus on communication and language is not as sharp as it could be.

Staff do not always pick up on errors in pupils' spoken and written English well enough which means mistakes are sometimes repeated.

Staff explain new learning clearly and engagingly. They anticipate common pitfalls, helping pupils to succeed.

Staff use quizzes at the beginning of lessons to keep current topics fresh in pupils' minds. As a result, pupils have detailed knowledge of what they are presently learning. However, this approach does not help pupils remember key content from previous years.

Some pupils forget the important knowledge they have covered in the past which prevents them from deepening their understanding.

Pupils enjoy reading. They like spending time in the school library.

During their time at Abbey CofE Academy, pupils read a host of exciting and challenging texts, including complex and thought-provoking poems. Anyone who does not know the letter sounds that they should, is given the additional support they need straight away. Good phonic teaching ensures that these pupils catch up as quickly as possible.

Attendance is high. The school ensures that parents and carers understand the impact that absence has on their child's education. Staff work well with families and other agencies when pupils have too much time off school.

Pupils' personal development is strong. Through its high-quality curriculum and well-planned enrichment offer, pupils learn about themselves and the world they live in. The school's extra-curricular programme provides something for everyone.

This includes film and gardening clubs, numerous sports events and well-being activities after school, such as 'chat and chill'. In addition, a variety of rich experiences offer pupils the chance to try new and wonderful things, such as taking part in operatic performances. Pupils show respect for difference and diversity.

They are very knowledgeable about Christianity and other world faiths. Pupils learn about British values in personal, social and health education (PSHE) lessons and across the curriculum.

Staff feel trusted and well supported.

They appreciate the time they are given to carry out additional duties. Local governors and the trust team provide effective challenge and support, ensuring that the school keeps improving.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority) ? Staff do not always address errors in pupils' spoken and written English. These mistakes are sometimes repeated. Consequently, not all pupils learn to communicate as accurately and effectively as they could.

The school must sharpen its focus on communication and language so that staff enable all pupils to talk and write precisely and fluently as soon as possible. ? Staff do not routinely revisit prior learning from previous years in all subjects. As a re-sult, some pupils forget the important knowledge they have learned before.

This pre-vents them from gaining the deep and detailed understanding that the school intends. The school must review its approach to the recall of prior learning, helping pupils to re-member key curriculum content from across the key stage securely.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in July 2015.