|Name||Abbey Catholic Primary School|
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Address||Sutton Road, Birmingham, B23 6QL|
|Religious Character||Roman Catholic|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||23.0|
|Academy Sponsor||St. John Paul Ii Multi Academy Company|
|Percentage Free School Meals||24.7%|
|Percentage English is Not First Language||45.8%|
|Pupils with SEN Support||12.2%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.Information about this school
The school is larger than the average-sized primary school. Two-thirds of the pupils are White British, the remainder coming from a range of other ethnic heritages. The proportion of pupils who speak English as an additional language has risen since the last inspection and is now similar to national averages.
The proportion of pupils who have SEN and/or disabilities is average. The proportion of disadvantaged pupils is below average. The school met the government's current floor standards, which are the minimum expectations for attainment and progress in English and mathematics at the end of Year 6.
The school belongs to the Erdington consortium of schools and the Kingsbury School Sports Partnership. The headteacher and deputy regularly provide leadership support to other schools across the Catholic Diocesan School Partnership. At the time of the inspection, the substantive deputy headteacher was on secondment; he has recently been appointed to the headship at the school of his secondment.
The acting deputy headteacher has been appointed to the permanent deputy headteacher role with effect from 1 July 2017. There is also an acting assistant headteacher in place. There is a privately managed out-of-school club for children on the school site.
This is inspected separately.
Summary of key findings for parents and pupils
This is a good school The headteacher, senior leaders and governors care deeply about the personal development and welfare of each and every pupil. A warm, caring ethos pervades the school.
Senior leaders are highly reflective. They know exactly where further improvements are needed. Leadership at all levels is a key strength across the school.
A strong sense of teamwork is evident. Staff are clear about leaders' ambitions and support them well. Focused training and effective support and mentoring have helped to improve the quality of teaching further since the last inspection.
Staff are highly skilled in teaching phonics and reading skills. As a result, the vast majority of pupils reach the expected standard in reading by the end of key stage 1. Over time, outcomes in mathematics have improved.
This is a result of strong leadership and good training for all staff. The teaching of writing has improved since the last inspection. However, opportunities for pupils to write at length across the curriculum are currently limited.
Safeguarding is effective. Leaders, staff and governors are well trained and vigilant. They ensure that children and families receive timely support and help.
The growing proportion of pupils who join the school with little English soon develop confidence in English and are able to access the full curriculum. Following a set of results lower than other pupils' results, leaders commissioned a review of provision for disadvantaged pupils. A more focused approach is now in place and many pupils are now making faster progress.
Children get off to a good start in Reception. They are safe and happy. They enjoy the range of learning opportunities provided for them.
This is a happy school where staff promote positive attitudes and pupils care for one another. Staff strongly promote pupils' spiritual, moral, social and cultural development. Pupils behave well around school.
In class, they work hard and cooperate well together. They enjoy coming to school. Attendance levels are above those found nationally.