Abbey Hill Primary & Nursery

Highlights from Latest Inspection

What is it like to attend this school?

The pupils at this inclusive school have a strong shared identity.

They are happy and proud to be 'Abbeyhillians'. Pupils feel safe in a school community where everyone can be themselves. Parents say how much they value what one described as 'a gem of a school'.

Leaders sets high expectations for how pupils learn and behave within a culture of care. Pupils know what is expected of them. They work hard and do their best the vast majority of the time.

Pupils enjoy lessons and playtime. They attend well. They know it is important to treat everyone with kindness and respect.

If they fall out or if bullying happens, pupils trust the adults to sort it out ...quickly.Reading is at the heart of everything at Abbey Hill. Books take pride of place in corridors and classrooms.

The school's 'patron of reading' works with pupils to write and publish their own book of poetry.'Abbeyhillians' get strong support to develop their character and resilience. They learn to be 'upstanders', to persevere and to lead.

They give back to their school as lunchtime helpers, members of the pupil parliament or anti-bullying ambassadors. They comment that by doing these roles they gain confidence and courage.

What does the school do well and what does it need to do better?

Leaders and staff have worked with commitment and a strong sense of moral purpose to improve this school.

Leaders want pupils to become confident communicators, with a clear sense of what they have to offer the world. To achieve this, they have developed an ambitious curriculum that prioritises reading and personal development. Subject leaders have thought carefully about the knowledge and skills that pupils should acquire.

Their plans set out how pupils' knowledge will build, step by step, from the early years to Year 6. A very small number of subjects are not as fully developed as others. Leaders recently reviewed and improved some areas of the curriculum.

Some others are not yet as fully developed as leaders want. They have clear plans to complete this work.As a result of high-quality training, teachers take a consistent approach to lessons.

They make sure that pupils have lots of opportunities to go back over what they have learned before. They explain new learning clearly, showing pupils how best to approach a task or problem. They check pupils' learning, spot misconceptions and address them.

Teachers use assessment well to inform the next steps for pupils' learning. Leaders are already working to improve how they assess learning in the foundation subjects. At the end of key stage 2, last year, pupils' progress in mathematics and writing matched national averages, while their progress in reading did not.

Leaders have taken effective steps to address this.The provision for pupils with special educational needs and/or disabilities (SEND) is a strength. This reflects leaders' determination to make sure that all pupils develop academically and personally.

Leaders have effective systems to identify and meet pupils' needs. A small number of pupils follow an appropriately adapted curriculum. They and others benefit from working with skilled adults in 'the barn', the school's SEND base.

In lessons, teachers make effective adaptations so that all pupils can successfully access the curriculum.Children in the early years get off to a strong start. Staff prioritise developing children's language.

Play is purposeful and supports children's development. Leaders are developing their approach to outdoor play so that it is as precisely focused as indoor play. As is the case throughout the school, children are well prepared for the next stage of learning.

The school's curriculum for early reading is of a high quality. Children learn phonics from the start of Reception. Staff make skilful use of assessment to identify and provide support for pupils who need extra help.

Leaders make sure that pupils at all stages read a variety of books and texts. They have chosen texts carefully to reflect and celebrate the diversity and wonder of the world.Pupils and staff have warm, positive relationships in this calm, orderly school.

Some pupils need help to improve their behaviour, attendance or punctuality, and staff support them effectively.Leaders have a well-established approach to personal development. It is a strength of the school.

Pupils grow in resilience and learn good communication skills during their time at Abbey Hill. They develop the knowledge and character traits they need to thrive in modern Britain. Pupils would like more opportunities to develop their interests and talents.

Leaders agree that this is a priority for development.Governors perform their duties well. Along with school leaders, they are mindful of staff's workload and well-being.

Staff feel well supported. They are proud to be part of the 'Abbeyhillian' community.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong, well-established culture of care and vigilance at this school. Staff know pupils very well. Leaders ensure that staff are well trained.

As a result, they are alert to signs that a pupil might have a worry and know how to respond.Leaders take swift action to support pupils and their families, including working closely with external agencies. They place great importance on open communication with families.

They go above and beyond what is expected to support their pupils.Pupils learn to keep themselves and others safe and well. For example, they know how breathing can help them to cope if they feel anxious.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not fully developed the curriculum in a small number of foundation subjects. The curriculum in these subjects is not as effective as it is in other areas of the curriculum. Leaders should continue with their plans to improve the curriculum in these subjects so that pupils' learning is consistently strong across all areas of the curriculum.