|Name||Abbey Meads Community Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||17 September 2014|
|Address||Hugo Drive, Abbey Meads, Swindon, Wiltshire, SN25 4GY|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||28.3|
|Academy Sponsor||The Blue Kite Academy Trust|
|Percentage Free School Meals||14.1%|
|Pupils with SEN Support||8.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Abbey Meads is a larger than average-sized primary school in Swindon. The large majority of pupils are of White British background. A very small minority of pupils use English as an additional language or are at the early stages of learning English. Children in the Early Years Foundation Stage (EYFS) are taught in two Reception classes. The proportion of disabled pupils and those who have special educational needs supported at school action is below average. The proportion of pupils supported at school action plus, or with a statement of special educational needs, is below average. The proportion of pupils eligible for the pupil premium funding is average. This is additional government funding provided to schools to support pupils who are known to be eligible for free school meals or those in local authority care. The school manages a breakfast and after-school club. The governing body manages Butterflies Children’s Centre, located on the school site. The children’s centre was not inspected as part of this inspection. A much higher than average number of pupils join or leave the school other than at the normal times. The school meets the government’s current floor standards, which sets the minimum expectations for pupils’ standards and progress.
Summary of key findings for parents and pupils
This is a good school. Pupils’ achievement has improved markedly in recent years. All year groups and all groups of pupils are currently making good progress and achieving well. Between 2011 and 2013 pupils’ standards rose rapidly. All pupils of all abilities exceeded the performance of their peers nationally by the time they left the school. Teaching is good overall with some that is outstanding. When the best learning occurs, teachers use their expert subject knowledge to motivate and inspire pupils. High quality, regular written and verbal feedback to pupils is helping them to progress well. Children in the Reception classes receive good quality support and care from adults. They get off to a flying start at school. Pupils feel safe in school and their behaviour and their attitudes to learning are good. This contributes significantly to their many academic and personal achievements. Pupils are very proud of their school. The headteacher shows determined and thoughtful leadership. His tireless dedication to engage parents in their children’s learning is a key success of the school’s work. Middle leaders contribute well to the continual drive for improvement. They conduct their roles by modelling the behaviour expected of all staff and pupils well. Parents, pupils and staff are universally positive about the school. Leaders, with the full support of governors, have created a culture which promotes fairness, equality and respect. Governors are knowledgeable about the school and provide a good level of support while continually checking its performance. The range and quality of activities available for pupils prepares them particularly well for life in modern democratic Britain. It is not yet an outstanding school because : While gaps in achievement between pupils eligible for the pupil premium and all pupils nationally are closing rapidly, some remain for a small number. School development plans and checks on their success do not always focus on improvements to pupils’ outcomes closely enough.