|Name||Abbey Infant School|
|Address||Maurice Road, Smethwick, B67 5LR|
|Religious Character||Does Not Apply|
|Number of Pupils||297 (49.8% boys 50.2% girls)|
|Number of Pupils per Teacher||24.2|
|Percentage Free School Meals||18.8%|
|Percentage English is Not First Language||22%|
|Pupils with SEN Support||4%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (08 May 2013)
Note: There may have been more recent inspections, since 08 May 2013, such as monitoring visits or short inspections. For details of all inspections, please see above.
Information about this school
Abbey Infant School is in a ?hard-federation? arrangement with Abbey Junior School. Both schools share the same headteacher and operate under a single governing body. The school is larger than others of the same type. Fewer pupils than average are known to be eligible for free school meals and the pupil premium (additional government funding). The majority of pupils are from a White British background. A minority is from a range of different ethnic backgrounds, the largest comprising those of Asian heritage. The proportion of disabled pupils and those who have special educational needs, supported at school action, is above average. The proportion supported at school action plus, or with a statement of special educational needs is below average. A before-and-after school club, under the federation?s governance, operates on the site of Abbey Junior School, and is included in the inspection report for Abbey Junior School. During its last full inspection, in January 2012, Abbey Infant School was judged to be inadequate and the school was given a notice to improve. Although the school was judged to provide an acceptable standard of education for its pupils, there were serious concerns about the capacity of leaders and managers to bring about rapid change, to improve teaching and learning, in order to accelerate pupils? progress.
Summary of key findings for parents and pupils
This is a good school. The school has improved significantly since its last inspection. Leaders, managers and governors have tackled weaknesses very well and this has underpinned improved performance across the school. The new deputy headteacher, working closely with the executive headteacher and other school leaders, has made a significant impact on improving the quality of teaching. Pupils make good progress from their starting points and enjoy learning. Their standards in English and mathematics are above those expected for their age and are improving. The quality of teaching has improved to good. A small proportion of teaching is outstanding, and, when this occurs, leads to pupils making outstanding progress. Children get off to a good start in the Nursery and Reception classes. Staff have a good understanding of children?s learning needs and meet these well. Teachers plan exciting and engaging learning activities which help children to make good progress in learning new skills. Pupils behave well in their lessons and in other areas of the school. They feel safe and well-cared for and are polite and courteous to each other and to visitors. Their attendance has risen consistently in recent years and is now broadly average. The federation arrangement, with Abbey Junior School, has helped to raise standards. Through working together, staff have a clearer understanding of what pupils are capable of and what they are expected to achieve. It is not yet an outstanding school because : Teaching is not outstanding because teachers do not always check pupils? work often enough in lessons. This means that they miss opportunities to adapt activities to provide further challenge to pupils, when this would help them to make even better progress. The school?s strategies to improve pupils? attendance have not successfully secured above average attendance. Leaders do not make it clear to individual teachers, who perform well, exactly what they need to do to improve to outstanding. The governing body does not ask enough challenging questions of senior leaders about the progress being made by different groups of pupils. This is because they do not receive termly information about the progress of different groups from senior leaders.