Abbey Hey Primary Academy


Name Abbey Hey Primary Academy
Website http://www.abbeyheyprimary.org.uk/
Ofsted Inspection Rating Good
Inspection Date 30 June 2015
Address Abbey Hey Lane, Gorton, Manchester, Greater Manchester, M18 8PF
Phone Number 01612231592
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 641 (52% boys 48% girls)
Number of Pupils per Teacher 22.0
Academy Sponsor United Learning Trust
Percentage Free School Meals 36.3%
Percentage English is Not First Language 36.8%

Information about this school

Abbey Hey Primary became an academy on 1 December 2013. The sponsor is the United Learning academies trust, which works closely with the local governing body. All but one governor, including the Chair of the Governing Body, have been appointed in the last 12 months. This is a well above-average sized primary school. The proportion of disabled pupils and those who have special educational needs is above average. The proportion of disadvantaged pupils, those supported by pupil premium funding, is twice the national average. The pupil premium is additional government funding to support those pupils who are known to be eligible for free school meals and those who are looked after by the local authority. An average, but increasing, proportion of pupils are from minority ethnic groups. An average proportion of pupils speak English as an additional language. Children in the early years provision attend Nursery and Reception classes on a full-time basis. A breakfast club is available to pupils. This is managed by the governing body. The academy meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The academy is organised into 20 classes. There are three classes in Reception, and Years 1 and 2. There are two classes in the Nursery, and in Years 3,4, 5 and 6. There have been a number of appointments within the last 12 months, including the appointment of several newly qualified teachers. The middle leadership team has been reorganised, and a new principal and senior vice-principal have been appointed. The academy has been fully refurbished over the last 12 months.

Summary of key findings for parents and pupils

This is a good school. This good, cohesive, and harmonious academy is moving forward and developing at an exceptionally speedy rate. The good leadership of the highly ambitious principal, skilled senior leaders, increasingly challenging governors, and specialists from the United Learning academies trust, is all helping to ensure that the quality of teaching, and standards attained by pupils, are rapidly improving. From lower-than-typical starting points when children start in the Nursery and Reception classes, all groups of pupils in all key stages make good, and often outstanding progress in reading, writing and mathematics. Standards attained by pupils at the end of Year 6 in 2014 were in line with pupils nationally. Pupils’ attainment is rapidly improving this year, particularly in reading in Key Stage 2. Pupils benefit from a good curriculum which helps to develop their love of learning. Pupils’ attendance is continually improving. Their behaviour is good. Pupils are very proud of their academy, respectful towards each other and adults, and say that they always feel safe. The quality of teaching is good, and rapidly improving. Teachers work well with their colleagues including teaching assistants, and with local and national United Learning academies, to plan activities which boost pupils’ attainment, and engage their interests. Newly qualified teachers are well supported, and are developing their teaching practice well. The academy’s work to engage parents is good. Parents are of the opinion that the academy is ‘transformed’. They say that their children are safe, and are ‘coming on in leaps and bounds’. Parents are very appreciative of being kept well informed about their children’s progress and academy events. All aspects of early years provision, including teaching, children’s progress and leadership and management, are good and continually improving. It is not yet an outstanding school because : Occasionally, pupils, particularly the most able, are not sufficiently challenged to achieve to the very best of their ability. Not all pupils know precisely what they can do to improve their reading, writing and mathematics skills. The local governing body is new. While governors provide an overall effective level of challenge and support to the academy, they are in the process of further developing their roles.