Abbey College, Ramsey

Note: There may have been more recent inspections, since 13 March 2018, such as monitoring visits or short inspections. For details of all inspections, please see above.

Information about this school

Abbey College, Ramsey is an average-sized secondary school located in a rural area of Cambridgeshire. The school opened as an academy converter in September 2011. The very large majority of pupils are of White British heritage. The proportion of pupils who are eligible for support through pupil premium funding is lower than the national average. The proportion of pupils who have SEN and/or disabilities is lower than the national average. However, the proportion of pupils who have an education, health and care plan is above the national average. The school has received support from the Cambridge Meridian Academies Trust (CMAT), the local authority and an external consultant. The school uses alternative provision provided by Huntingdon Regional College, Peterborough Alternative Curriculum Education Centre (ACE) and Academy 21 for a very small number of pupils. The school met the government?s floor standards for pupils in Year 11 in 2017.

Summary of key findings for parents and pupils

This is a good school Leaders and governors have established a culture of high expectations and aspirations for pupils. Their effective actions have resulted in significant improvements in pupils? attendance and behaviour since the previous inspection. Pupils? behaviour is good. They are polite, respectful of the opinions of others, and prepared and willing to learn. This helps them to make good progress in a range of subjects. Leaders have ensured that the curriculum provides a broad range of opportunities and reflects the school?s values. It supports pupils? personal and academic development, preparing them well for life in modern Britain. Pastoral leaders know their pupils well. They provide help so that pupils to grow in confidence and become successful learners. Leaders make good use of external support to improve and review aspects of the school?s work. Teachers are positive about the training and support provided for them. Governors know the strengths and weaknesses of the school well through their regular checks on leaders? work. The sixth form provides a broad range of opportunities for students. Students make good progress in their courses and almost all move on to their chosen career or education pathway. Middle leaders know how their actions link to whole-school priorities for improvement. There are some inconsistencies in the quality of teaching, learning and assessment where middle leaders do not hold teachers to account as effectively as they could do. The quality of teaching, learning and assessment is good. However, not all teachers consistently provide the highest levels of challenge, particularly for the most able pupils. Teachers use their specialist subject knowledge to support pupils in deepening their understanding. Those teaching outside their specialism sometimes lack the skills and knowledge needed to do this. This is particularly the case in science. Disadvantaged pupils are now making good progress. However, leaders have not precisely checked the impact made by focused projects on the achievements of this group of pupils. Consequently, opportunities to further improve on successful work have been missed.

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