Abbey Junior School

Highlights from Latest Inspection

Outcome

Abbey Junior School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils are proud to attend Abbey Junior School and enjoy coming to school each day. They feel happy and secure in the supportive and caring school environment.

In the words of one pupil, the school 'is a welcoming and lovely place where teachers show us how to be good people'.

Behaviour in school is calm and purposeful. Pupils rise to the high expectations that staff have for them.

Pupils have strong attitudes to learning in their lessons. They listen attentively and treat each other with respect. Pupils move around... the school courteously and play well together in the playground.

The curriculum is engaging. It is designed carefully to inspire pupils and support their learning across a broad range of subjects. Pupils live up to the high expectations of staff and achieve well.

Older pupils are well prepared for their transition to secondary school.

Pupils take on a range of responsibilities, becoming 'playground buddies', 'eco warriors' and members of the health and safety council. These opportunities help pupils build their leadership skills.

Pupils are pleased with the positive impact their work has on the school community. As a result, pupils leave the school as confident, thoughtful and well-rounded young people.

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

Leaders have designed an ambitious, broad and rich curriculum.

The curriculum is carefully sequenced so pupils' knowledge builds up step by step through the years. Teachers use the school's 'Learning Journey' and their strong subject knowledge to build effectively on pupils' prior understanding. Teachers present learning clearly.

They design activities that allow pupils to discuss their learning enthusiastically with each other. There is a focus on developing and extending pupils' vocabulary. Consequently, pupils can recall and talk about important information.

The school checks pupils' learning regularly. It identifies pupils' emerging needs or any barriers that may have arisen. These checks ensure pupils with special educational needs and/or disabilities have well-planned support in place.

Typically, these checks ensure teachers address any gaps or misconceptions in pupils' learning. However, on occasion, the school does not check pupils' understanding well enough. Some pupils who need extra help, or who are ready to move their learning on, are not supported as well as they could be.

Reading is at the heart of the curriculum. Staff choose texts to enable pupils to develop awareness of other cultures and to support the wider curriculum. Pupils who fall behind with reading have targeted support.

This helps them to catch up quickly. The school library is stocked with engaging books. Pupils enjoy reading and the variety of books they have to choose from.

By the time pupils leave school, they have read a wide range of literature.

Leaders have robust systems for ensuring pupils attend school regularly. They work with families to promote the value of high attendance and its impact on learning.

As a result, pupils' attendance is high.

Pupils behave exceptionally well. They are highly engaged in lessons and speak enthusiastically about their work.

Pupils enjoy their social time and the fun activities the school provides. They say that they love their playground, including the reading bus, as everyone can do something that they like.

Pupils' personal development is extensively supported.

A 'bucket list' of activities offers pupils the opportunity to broaden their horizons. This includes a theatre visit, residential experiences and 'sparklers, jacket potatoes and hot chocolate'. Sporting activities play an important role in building teamwork.

The school promotes tolerance and respect for different beliefs, cultures and ways of life. Pupils learn how to keep safe, using the term 'SMART' to help them keep safe online.

Staff support each other and work well as a team.

Leaders ensure that all staff have the time, training and support they need to be effective in their roles. There are opportunities to work with others in the local area and learn from other schools. Staff know that leaders consider their well-being and workload.

Governors know the school well. They offer effective support and challenge in key aspects of the school's work.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasion, the school does not check what pupils know and remember well enough. As a result, there are times when pupils who need extra help, or who are ready to move their learning on, do not get the support they need. The school should ensure that all teachers have the knowledge and skills to make effective checks on pupils' learning and adjust their teaching and learning practice to meet the needs of all pupils.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 for overall effectiveness in April 2015.