|Name||Abbey Mead Primary Academy|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||15 February 2011|
|Address||109 Ross Walk, Leicester, Leicestershire, LE4 5HH|
|Religious Character||Does not apply|
|Number of Pupils||745 (51% boys 49% girls)|
|Number of Pupils per Teacher||24.8|
|Academy Sponsor||The Mead Educational Trust|
|Percentage Free School Meals||9.2%|
|Percentage English is Not First Language||96.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
The school is much larger than average. Almost all pupils come from Asian backgrounds with those of an Indian heritage forming the largest group. A few come from a wide range of other heritages. The overwhelming majority of pupils are at the very early stages of learning to speak English when they enter the school. The proportion of pupils known to be eligible to claim free school meals is broadly average. The proportion of pupils with special educational needs and/or disabilities is lower than average, as is the proportion with a statement of special educational needs. The school has gained the Healthy School award and has a Sports Activemark. The governing body manage a before- and after-school club which is operated on the school site.
In accordance with section 13 (5) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that the school no longer requires significant improvement. The school has successfully addressed the issues raised at the last inspection and indeed, its overall effectiveness is now outstanding. The school was highly effective in many ways at the time of the last inspection. However, since then, there has been an exemplary focus on driving and embedding further rapid improvements. These improvements have been secured because school leaders, staff and the governing body have worked together highly effectively, under the determined leadership and direction of the headteacher. They have established rigorous and consistently applied procedures for self-evaluation and daily practice which have ensured that pupils at Abbey Primary and Community School receive teaching, a curriculum, and care, guidance and support which are of the highest quality. As a consequence, pupils’ attainment has continued to rise. From low starting points when they join the school, children get off to a flying start in the exemplary Early Years Foundation Stage and then continue to progress outstandingly well through school, so that by the time they leave Year 6 their attainment is above average in English, mathematics, science and information and communication technology. Furthermore, evidence in school confirms that standards are on track to rise even further as current pupils move through the school. The lack of complacency and an outstanding commitment and capacity to continue to improve in the future has been ably demonstrated. The promotion of an exceptionally cohesive and supportive community within and beyond the school underpins all of the school’s work. The environment is extremely rich and stimulating. Staff form strong and trusting relationships with pupils, their families and communities. Pupils develop extremely positive attitudes to learning and behave exceptionally well. They are proud of their school and to take on responsibilities, such as membership of the school council and as safety officers or ’huff and puff’ leaders. They show remarkable empathy and are extremely thoughtful of others, for example, in taking the lead in raising funds for those affected by Aids in Zimbabwe and in their ability to reflect on important issues, such as the importance of scientific study to everyday lives. Pupils enjoy school tremendously, and most demonstrate this through their good and much-improved levels of attendance. They particularly enjoy the varied first-hand experiences they are offered through, for example, educational visits to museums and bivouacking. Members of the governing body are ardent supporters of the school and aspects of their work are very strong. For example, where previously there had been inadequate procedures to safeguard pupils, at the time of this inspection, procedures were seen to be at the forefront of high quality, bespoke practice. As a consequence, pupils and their parents say they are confident that their children are kept safe at school. The governing body has yet to lead its own systems for monitoring and evaluating the work of the school.