|Name||Abbey Park First and Nursery School|
|Address||Abbey Road, Pershore, WR10 1DF|
|Religious Character||Does Not Apply|
|Number of Pupils||179 (51.4% boys 48.6% girls)|
|Number of Pupils per Teacher||22.0|
|Percentage Free School Meals||27.5%|
|Percentage English is Not First Language||1.6%|
|Pupils with SEN Support||18.6%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (02 July 2013)
Note: There may have been more recent inspections, since 02 July 2013, such as monitoring visits or short inspections. For details of all inspections, please see above.
Information about this school
This school is smaller than average. Almost all pupils are from White British backgrounds. There are no pupils who speak English as an additional language. The proportion of pupils eligible for pupil premium funding is above average when compared with most schools. (The pupil premium is additional funding for those pupils who are known to be eligible for free school meals, children from service families and those children who are in the care of the local authority.) The percentage of disabled pupils and those who have special educational needs supported through school action is below average, while the percentage of those supported at school action plus or with a statement of special educational needs is above average. The Early Years Foundation Stage comprises a morning Nursery with extended provision for lunchtime, and one Reception class. Pupils leave the school at the end of Year 4 so the government?s floor standards, which set the minimum expectations for pupils? attainment and progress, do not apply.
Summary of key findings for parents and pupils
This is a good school. Pupils make good progress across the school and standards are improving. The current Year 4 pupils are above the standard expected for their age in reading, writing and mathematics. The headteacher has a clear and creative vision for the school. He is the driving force behind the school?s continuing improvements. Systems for monitoring the effectiveness of teaching are good and enable teachers to improve their practice. Teaching is good with some that is outstanding. Lessons are often practical, exciting and active. As a result, pupils are motivated and want to learn. Teaching in the Reception class is imaginative and inspiring and the adults are exceptionally skilled in making sure that all children are well supported and challenged. As a result, children make outstanding progress. Pupils are extremely polite and behave very well around school and in lessons. Pupils feel safe and act with consideration towards others. Relationships between pupils and staff are very positive and are a strong feature of the school. Pupils who are at risk of falling behind in their learning are identified quickly. An exceptionally effective teacher provides a range of extra support for these pupils. It is not yet an outstanding school because : Not all groups of pupils in all classes are consistently making good or better progress. When marking books, teachers do not give pupils? enough guidance on how to improve. The presentation of pupils? work in their books is often untidy and not well organised. There are insufficient opportunities for teachers who are good to learn from those who are outstanding. Key subject leaders are not yet fully involved in regularly checking how well pupils are doing.