Abbey Meadows Primary School

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Abbey Meadows Primary School

Name Abbey Meadows Primary School
Ofsted Inspection Rating Inadequate
Inspection Date 13 December 2017
Address Galfrid Road, Cambridge, Cambridgeshire, CB5 8ND
Phone Number 01223603787
Type Primary
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 462 (50% boys 50% girls)
Number of Pupils per Teacher 20.6
Percentage Free School Meals 25.5%
Percentage English is Not First Language 39%

Information about this school

This school is larger than the average primary school. The majority of pupils are White British. The proportion of children from minority ethnic backgrounds is higher than average. The proportion of pupils who speak English as an additional language is higher than average. The proportion of disadvantaged pupils is higher than average. The proportion of pupils who have SEN and/or disabilities is below average. The proportion of pupils with an education, health and care plan or a statement of special educational needs is average. There is a breakfast club that is managed by the school. The school meets requirements on the publication of specified information on its website. The school does not meet the government’s floor standards. Floor standards are the minimum national expectations for pupils’ attainment and progress by the end of key stage 2.

Summary of key findings for parents and pupils

This is an inadequate school There has been a significant decline in pupils’ achievement since the previous inspection owing to ineffective leadership and frequent staff changes. Pupils’ progress, including that of disadvantaged pupils, is inadequate in reading, writing and mathematics. Current standards are low across the school, including communication skills. The use of the pupil premium grant has been ineffective and has not led to improvements in the achievement of pupils it is intended to help. Planning and assessment vary too much and do not support pupils of different abilities to make good progress across different subjects. The outdoor areas of early years do not promote children’s high-quality learning. The expectations for pupils’ behaviour are not consistently applied by all staff. When work is not explained clearly and pupils do not understand what to do, they become distracted and inattentive. A small minority of pupils do not show sufficient respect and understanding for others. Pupils’ attendance is below average. Some parents and carers are unhappy about changes in staffing and leadership and the quality of school communication, especially when they have concerns. Pupils’ skills and knowledge are limited across some subjects because leaders are in the early stages of improving the planning of the curriculum. The school has the following strengths The new headteacher, leaders and governors are taking determined and effective action to improve the quality of teaching, assessment and pupils’ learning. Leaders have brought about improvements which ensure that children are safe and that most follow the expected standard of behaviour. Most staff, including newly appointed teachers, are supportive of leaders’ work. The quality of leadership, teaching and children’s achievement is improving in the early years. Children say, and their parents confirm, that they are happy, safe and well looked after.

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