|Name||Abbey Park School|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||27 September 2016|
|Address||The Learning Campus, Redhouse Way, Swindon, SN25 2ND|
|Religious Character||Does Not Apply|
|Number of Pupils||944|
|Academy Sponsor||The Park Academies Trust|
|Percentage Free School Meals||9.1%|
|Pupils with SEN Support||11.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Isambard Community School is an average-sized secondary school. Pupils’ prior attainment in all year groups is above the national average. The school and local authority are currently arranging additional support for the school from outside the borough. The proportion of pupils who are disadvantaged is much lower than the national average. The proportion of pupils who have special educational needs and/or disabilities is in line with the national average. The proportion who have a statement of special educational needs or an education, health and care plan is slightly below the national average. In 2015, the school met the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress by the end of Year 11. A very small number of pupils attend alternative provision for part of their studies at either Swindon College or the Riverside Centre. The school does not meet requirements on the publication of information about the pupil premium strategy for the current academic year or Year 7 literacy and numeracy catch-up funding on its website. There was no complaints policy on the website and the special educational needs report does not contain all the information that is required.
Summary of key findings for parents and pupils
This is an inadequate school Leaders’ actions to improve the quality of teaching, learning and assessment are not resulting in pupils making good progress and achieving well. Assessment information is not accurate and teaching does not meet pupils’ needs. Outcomes have been too low over many years and show little sign of improvement. Pupils are not well prepared for their future. Leaders’ views of the school’s strengths and weaknesses are too generous. Evaluations do not accurately identify what is working and the changes needed. Information is not used to tackle weaknesses quickly enough. Governors’ work has not focused enough on improving the quality of teaching, learning and assessment. They do not follow up the concerns they identify with the urgency and rigour needed. This is hindering the school’s improvement. Teachers do not plan learning which sufficiently challenges pupils. The most able pupils are not set work which enables them to achieve the highest grades of which they are capable. Disadvantaged pupils do not achieve well or make the progress needed in order to achieve as well as other pupils nationally. The difference between their achievement and that of other pupils is too large and shows no signs of diminishing. Teachers and teaching assistants do not adequately take into account the needs of pupils who have special educational needs and/or disabilities to ensure that they receive the support they need to make good progress. Leaders and governors do not have a good understanding of the impact of the use of the additional funding. Leaders do not consider sufficiently the risks that young people face when they are engaged in activities that are not on the school site. There are too many racist incidents. Leaders have not taken the robust action needed to tackle this. Work to ensure that staff and pupils are aware of the risks of radicalisation and extremism has been too slow. As a result, many teachers are not sufficiently trained to recognise indicators of risk or prepare pupils to stay safe. The school has the following strengths Pupils conduct themselves well around the school. They are polite and courteous to adults. Teachers plan a wide range of opportunities for pupils’ emotional and spiritual development.