|Name||Abacus Primary School|
|Address||Tresco Way, The Wick, Wickford, SS12 9GJ|
|Religious Character||Does Not Apply|
|Number of Pupils||386 (51.3% boys 48.7% girls)|
|Number of Pupils per Teacher||20.5|
|Percentage Free School Meals||6.2%|
|Percentage English is Not First Language||1.7%|
|Pupils with SEN Support||8.4%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (23 November 2016)
Note: There may have been more recent inspections, since 23 November 2016, such as monitoring visits or short inspections. For details of all inspections, please see above.
Information about this school
The school meets requirements on the publication of specified information on its website. There have been a number of changes to the teaching staff since the previous inspection. The proportion of pupils from minority ethnic groups is well below the national average. The early years consists of two full-time Reception classes. The proportion of pupils who have special educational needs and/or disabilities is below average. The proportion of disadvantaged pupils is well below the national average. The school meets the floor standards, which are the government?s minimum expectations for pupils? attainment and progress in English and mathematics.
Summary of key findings for parents and pupils
This is a good school The headteacher, ably supported by staff and governors, has ensured that good standards have been maintained at the school since the previous inspection. Despite many changes to the staff team over the past 18 months, the school has been well led and managed and pupils at the school are making good progress in their learning. The quality of teaching, learning and assessment is good overall. Teachers use their strong subject knowledge to develop pupils? learning in a wide range of subjects. However, in mathematics, pupils are not always challenged to do their best. This particularly applies to the most able pupils. Consequently, they do not achieve the higher standards that they are capable of. Their role of middle leaders, in monitoring and improving teaching and pupils? progress, is underdeveloped. Many are new to their posts, and have not yet had an impact on improving outcomes. The teaching of reading is a strength of the school. Effective teaching of phonics underpins the development of early reading and, as they move through school, pupils develop good reading habits and read widely and often. The curriculum is varied and interesting, enabling pupils to achieve good outcomes in a range of subjects. The school?s work to promote pupils? personal development and welfare is outstanding. Although writing is generally taught well, pupils are not given enough opportunities to write at length, in English or in other subjects. This prevents them from developing into more successful and resilient writers. Pupils who have special educational needs and/or disabilities do not make enough progress, particularly across key stage 2. The gap in attainment between them and their peers widens as a result. Children get off to a good start in the early years. They quickly learn school routines and develop confidence and good learning habits. However, assessment information is not always used well enough to provide challenging work for the most able children. The school makes good provision for developing pupils? spiritual, moral, social and cultural development. Parents are supportive of the school, and hold it in high regard. Good relationships between home and school are established in the early years and are maintained as the children progress through the school. Staff provide good levels of care, guidance and support for pupils. Arrangements for safeguarding are thorough and well documented.