|Name||Abbey CofE Academy|
|Address||Vicar Lane, Daventry, NN11 4GD|
|Religious Character||Church of England|
|Number of Pupils||198 (50.5% boys 49.5% girls)|
|Number of Pupils per Teacher||29.2|
|Academy Sponsor||The David Ross Education Trust|
|Local Authority||West Northamptonshire|
|Percentage Free School Meals||23.2%|
|Percentage English is Not First Language||14%|
|Pupils with SEN Support||9.6%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (16 July 2015)
Note: There may have been more recent inspections, since 16 July 2015, such as monitoring visits or short inspections. For details of all inspections, please see above.
Information about this school
Abbey CofE Academy is a junior school and is smaller than the average-sized primary school. The academy was created in December 2013. The academy?s sponsor is the David Ross Educational Trust The very large majority of pupils are White British. The percentage of disadvantaged pupils who are supported through the pupil premium (which provides additional funding for students in local authority care and those previously known to be eligible for free school meals) is similar to the national average. The proportion of disabled pupils and those who have special educational needs is below average. The academy runs a breakfast club which was included in this inspection. The academy met the government?s current floor standards in 2014, which set the minimum expectations for pupils? attainment and progress by the end of Year 6. The academy?s full governing body was constituted in September 2014, when a new Chair of Governors was appointed. The academy?s new headteacher worked with the academy from January 2015 and has been substantively in post since March 2015. The academy has the support of a local leader of education through the David Ross Educational Trust.
Summary of key findings for parents and pupils
This is a good school. Under the highly effective leadership of the new headteacher, there has been a successful drive to improve behaviour, achievement and teaching throughout the academy. Senior leaders receive good support from other leaders and governors. Standards have risen since the school became an academy. Pupils in each year group now make good progress in reading, writing and mathematics. The teaching of writing is a strength. Pupils make particularly strong progress in writing and leave the academy with standards that are above the national average. The most-able pupils achieve high standards in reading, writing and mathematics at the end of Year 6. This is, in part, because of the challenging questions that teachers put to them. Gaps between the attainment and progress of disadvantaged pupils and others in the academy and nationally have narrowed in reading and writing. Teaching is good. Teachers mark pupils? work regularly and their assessments of pupils? work are accurate. Teachers have good relationships with their pupils and high expectations for their achievement and behaviour. The academy provides effective support for the small number of disabled pupils and those who have special educational needs. As a result, they make good progress. Pupils? behaviour is good. They are courteous and polite and show great pride in their academy and their achievements. The academy?s work to keep pupils safe and secure is good. Pupils learn how to be safe, inside and outside the academy, and when using the internet. Pupils? spiritual, moral, social and cultural development is very well promoted through well-planned lessons, assemblies and additional activities. Governance is effective. Governors ensure that the academy benefits from teachers? ready access to the high quality professional development and expertise that are available within the academy?s educational trust. It is not yet an outstanding school because : Not enough pupils, including disadvantaged pupils, make rapid progress in mathematics. This is because teachers do not always sufficiently develop pupils? mathematical reasoning, for example by testing predictions. Teachers do not ensure pupils develop a lasting love of books and thereby improve their reading as much as they could. Pupils have limited opportunities to engage in constructive and creative play at break and lunch times and in the academy?s breakfast club.