Abercrombie Primary School

Highlights from Latest Inspection

Outcome

Abercrombie Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

This school inspires pupils to love learning. Pupils are happy and safe.

Pupils and children in the early years achieve well.

The school's high ambition for pupils is reflected in the quality of pupils' work around the school. Pupils take pride in their work and presentation.

Pupils are respectful, courteous and well-mannered.

They understand and champion the school's golden rules to, 'be safe, show respect and work hard'. They are proud of the high standards of behaviour the school has. At social ti...mes pupils play happily.

They are good friends to each other. They enjoy the quality activities and games they can access that make social times fun and interesting.

The school's wider opportunities enrich pupils' learning.

Pupils value the informative visitors who come into school, for instance the enrichment of history with a Roman day. They are inspired by visits to places of interest. For example, to places of worship in religious education or to forest school where they develop their self-esteem, self-confidence and improve social skills.

Parents and carers are overwhelmingly positive about the school and its welcoming ethos. They value the high level of care and support staff give their children.

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

The school's aspirational curriculum builds on pupils' prior knowledge well.

For instance, in history, pupils study the impact of the Second World War and then build on this to learn about the Windrush generation and human rights. The school teaches important knowledge across subjects. For example, pupils link the geographical concept of the water cycle and rivers to their study in science of evaporation.

Pupils connect their understanding of subject disciplines well. They enjoy the subjects that they study because the school makes them interesting and informative.

Teachers have strong subject knowledge.

They expertly model and explain new knowledge to pupils in clear steps. They use effective questions to probe pupils' understanding and extend their thinking. The school uses a range of effective strategies such as the rehearsal of new vocabulary to help pupils to remember their learning.

Occasionally, the school does not ensure that all pupils use and apply the new vocabulary that they have been taught consistently well.

The school prioritises reading. Its high-quality professional development for staff, ensures that reading is taught well.

Staff use their strong subject knowledge to teach letter sounds effectively. Staff improve pupils' reading fluency and understanding with a focus on punctuation. They are skilled at building on pupils' discussion about books to deepen their understanding of what they have read.

The school accurately identifies the needs of pupils at the early stages of reading. Early interventions ensure these pupils catch-up quickly. Pupils achieve well.

They are keen to borrow books from the school library at lunchtimes.

Children in the early years make a strong start. The curriculum in early years is well thought out.

There is a language-rich environment where staff nurture children's confidence and curiosity. Staff are knowledgeable and skilled in extending conversations with children. They teach a rich range of vocabulary with fun actions that help children to remember.

Early mathematics is taught well. Children practise the skills of counting objects through games and activities that are well-selected. Children are excited to share their creativity through their rangoli paintings and house building tasks.

Children are well-prepared for key stage 1.

Pupils' behaviour and attitudes to learning are positive. Pupils are motivated and ready to learn.

They understand the strategies in place to help them. For instance, they use classroom displays to remind them about the important knowledge they need to be able to check their work and make it even better. Pupils rarely need reminders from staff to concentrate well.

The school is a calm and studious place to learn.

Pupils with special educational needs and/or disabilities (SEND) are well supported to work on learning tasks alongside their peers. The school identifies and meets their needs to achieve well.

The school nurtures pupils' personal development and well-being. Pupils develop responsibilities such as well-being ambassadors, mini-leaders and school councillors. Pupils understand about democracy and its link to the fundamental British values.

They know equality is important. Pupils know how to keep themselves safe online.

Leaders have taken effective action to sustain and improve the school for pupils since the previous inspection.

They have an unwavering commitment to achieve excellence.Leaders have developed staff effectively. Subject leaders are well-equipped to lead improvement.

Governors are effective in their roles and understand their statutory duties. Staff appreciate how leaders have helped to reduce workload in relation to their wider school responsibilities.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not ensure that pupils consistently use and apply the new vocabulary that they are taught. This means that sometimes pupils do not use this new vocabulary to explain their learning and therefore deepen their understanding. The school should support staff to ensure that pupils have the opportunity to use and apply new vocabulary so that they deepen their understanding of this new knowledge.

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 first ungraded inspection since we judged the school to be good for overall effectiveness in June 2019.