Abbeyfield Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Abbeyfield Primary Academy is a school where pupils are placed at the heart of everything.

Staff care deeply for the pupils. Strong and positive relationships ensure that pupils feel happy and safe at school. The school's values of 'respectful, ambitious, happy and safe' can be seen in the behaviour of pupils and adults alike.

Pupils know that they can rely on trusted adults to care for them and keep them safe.

The school has high expectations for pupils' behaviour and achievements. These expectations are reflected in pupils' conduct, attitudes to learning and in the work that they produce.

Pupils are courteous and polite. They show positive attitude...s in lessons and are eager to learn. At less structured times, they play positively and cooperatively.

The school is welcoming to all pupils. Difference and diversity are celebrated. Pupils, particularly those who are disadvantaged, benefit from the extensive range of extra-curricular activities that the school provides.

These are offered without cost. Older pupils benefit from the responsibility of being a school prefect. Some act as 'peer mediators', supporting younger pupils and helping them to resolve conflicts.

Pupils are proud of how welcoming they are of those that arrive new to the school.

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

The school has placed reading at the heart of the curriculum. A love of books is fostered throughout the school.

The library is vibrant and inviting. Every pupil receives a book as a gift every year. In the Nursery class, children independently choose, share and enjoy picture books.

Pupils at the early stages of learning to read are expertly taught by well-trained staff. Pupils who struggle or fall behind with their reading are identified swiftly and supported to catch up.

The school has developed and introduced a broad and ambitious curriculum.

Pupils follow a clear sequence of learning. Teachers use their strong subject knowledge to explain new ideas with clarity. Pupils with special educational needs and/or disabilities (SEND) access the same ambitious curriculum as their peers.

Many pupils at the school speak English as an additional language. Consequently, the school places a high priority on pupils widening their vocabulary, language and communication skills. For example, lessons start with a strong focus on the key vocabulary that teachers expect pupils to learn and use confidently.

When necessary, teachers adapt activities to meet the needs of pupils. This includes for children in the early years. However, while teachers make regular checks on pupils' learning, sometimes, in some subjects, these checks do not identify precisely where pupils have gaps in knowledge.

This means that, at times, some pupils' learning does not build successfully on what they already know.

Pupils' provisional outcomes in 2024 suggested that pupils leaving key stage 2 did not attain well in mathematics. The proportion of pupils who met the phonics screening check in Year 1 was also low.

A high proportion of pupils join this school at various times throughout each year. In addition, many pupils join the school with no spoken English. Many pupils, therefore, do not benefit from the school's ambitious curriculum, and strong guidance and support over an extended period of time.

This affects how well these pupils achieve. Pupils who attend the school from the early years through to the end of Year 6 achieve well across a range of subjects.

Overall, children in early years get off to a secure start to their education.

They follow a well-thought-out curriculum. The environment is organised well to allow children to develop in all areas of learning. However, while some adults engage children through purposeful interactions that develop children's language and communication, this is not consistently the case.

Consequently, some children do not achieve as well as they could in this aspect.

The newly revised behaviour policy has had a positive impact. Adults apply the policy consistently.

Pupils feel that everyone is treated fairly. At playtimes, boys and girls enjoy playing football together. Children in early years settle quickly into school routines.

Some pupils, including some disadvantaged pupils, do not attend school regularly enough or come to school late. These pupils miss out on important learning and have gaps in their knowledge. The school works relentlessly to improve pupils' attendance.

It works very closely with families. Although there is evidence of some improvement in pupils' attendance, this remains stubbornly low.

Through the school's strong curriculum for personal, social, health and economic education, pupils are prepared well for life in modern Britain.

They are respectful and responsible. Teachers provide opportunities for discussion and debate to further develop pupils' oracy. Pupils know how to keep themselves safe, including when using technology.

The school enhances pupils' learning with an extensive range of educational visits, experiences and visitors. These include visits to museums and galleries, attending a concert by a symphony orchestra and a trip on a steam train.

Leaders at every level share a strong vision to provide the best for the pupils, families and the community that they serve.

Trustees and governors are skilled and knowledgeable. They support the school in realising this vision. Inclusivity is at the heart of the school's work.

Staff are overwhelmingly positive about their workplace. They appreciate the investment in their support and continuous professional development.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In the early years, some interactions between adults and children lack focus. This means that children do not make as much progress as they could in developing their communication and language. The school should ensure that staff have a clear understanding of the expected learning for activities, so that interactions are consistently effective in developing children's communication and language.

• The attendance and punctuality of some pupils, including those who are disadvantaged, are too low. This means that these pupils miss too much of their education. The school should ensure that it continues its work to improve the attendance of pupils, including those who are disadvantaged.

• Assessment strategies in some subjects do not identify gaps in pupils' learning precisely enough to inform future teaching. This means that, sometimes, pupils' learning does not build on what they already know. The school should continue to refine the assessment processes in these subjects so that gaps in pupils' learning can be addressed with increasing precision.