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Abbey Gates Primary School is a caring and inclusive school. Pupils enjoy learning here. A typical comment from pupils is that the school is 'amazing'.
Many parents hold similar positive views. The school has high expectations of what pupils can achieve and how they should conduct themselves. Most pupils meet these expectations consistently well.
Pupils are polite and well-mannered. There are positive relationships between pupils and staff. At playtimes, there are many well-organised activities for pupils to do.
The school has ensured that playtimes develop pupils' social skills. This means pupils get along well together and enjoy being active. They enjoy tak...ing part in 'take 5' after lunchtime, where they use breathing techniques to relax and prepare themselves for learning.
Pupils feel safe in school. They know who they can talk to if they are worried about anything. Pupils have many opportunities to contribute to the life of the school.
They are proud to take part in these. Some pupils are elected to the pupil parliament. Some pupils are play buddies, subject ambassadors and part of the eco-committee.
Pupils also enjoy being part of the choir and representing the school in sporting competitions.
What does the school do well and what does it need to do better?
The school is well-led and managed. The school has designed an ambitious curriculum for all pupils, including those with special educational needs and/or disabilities (SEND).
For each subject, it is clear what pupils will learn and how they will build their knowledge and skills over time. This supports teachers in delivering the curriculum well.
Teachers have good subject knowledge.
They use the lesson structure as set out by the school consistently well. For example, in the recap part of the lesson, pupils discuss what they have learned previously. This helps pupils to remember what they have learned.
Teachers present new information clearly. They question pupils well to check their understanding. Pupils usually achieve well.
On occasions, some teachers do not always use activities or resources that support pupils' learning. When this is the case, some pupils do not always learn as well as they could.
Pupils with SEND are well supported.
They get regular interventions to address any gaps in their learning. Most of these pupils access the same curriculum and achieve well. Teachers get clear information about the needs of pupils with SEND.
Mostly, teachers use this information well to support pupils with SEND. However, sometimes they do not always adapt their teaching to help these pupils effectively. As a result, some pupils with SEND do not learn as well as they could.
The school is ambitious for every pupil to develop a love of reading. Pupils start to learn to read as soon as they start school. They have daily phonics sessions.
Staff are well trained and deliver these sessions well. Staff use assessment to identify pupils who are at risk of falling behind. These pupils then get extra support.
Most pupils gain the knowledge and skills they need to read well. In key stage 2, pupils have regular reading fluency lessons. This helps pupils to read with expression and confidence.
Pupils have daily reading sessions and story time. Pupils enjoy reading and can talk confidently about the books they have read.
Children in the early years benefit from a well-planned curriculum.
The teacher-led learning and guided activities support the children in developing their knowledge and communication skills. There are clear routines that the children understand and follow. They play well together.
Staff ensure that the children are well cared for.
The school's 'aim high, be kind' ethos helps pupils to understand that they should work hard and behave well. In lessons, pupils behave well, and most have excellent attitudes to learning.
Staff support pupils in managing their emotions by discussing what they can do to regulate their behaviour. Pupils find this helpful. They can discuss the strategies they use to help them manage their behaviour.
The school has planned well for pupils' broader development. Pupils know how to keep themselves safe online. They learn about healthy relationships and how to be healthy.
Through the curriculum, pupils learn about different careers. Pupils have an excellent understanding of fundamental British values and equality. They know to be respectful to others who may be different to them.
They are well-prepared for life in modern Britain. Pupils also experience a range of trips and visits that enhance the curriculum. For example, pupils recently enjoyed a virtual visit to the Eden Project.
Staff are proud to work at the school. They feel well supported. Governors perform their roles well.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• On occasions, some teachers do not use the teaching methods that the school has chosen well enough. When this occurs, teachers' activity choices and resources do not always support all pupils' learning.
This means sometimes, some pupils do not learn as well as they could. The school should ensure that all teachers use resources and activities that support all pupils in learning the curriculum well. ? Teachers do not always adapt the curriculum well for some pupils with SEND.
This means some pupils with SEND do not always learn as well as they could. The school is aware of this and has plans in place to address this issue. The school should ensure that teachers get the information and training they need to support all pupils with SEND well.
