|Name||Abbey Primary School|
|Address||Glastonbury Crescent, Mossley Estate, Walsall, WS3 2RP|
|Religious Character||Does Not Apply|
|Number of Pupils||229 (56.3% boys 43.7% girls)|
|Number of Pupils per Teacher||21.8|
|Percentage Free School Meals||49%|
|Percentage English is Not First Language||6.4%|
|Pupils with SEN Support||11.9%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (30 April 2019)
Note: There may have been more recent inspections, since 30 April 2019, such as monitoring visits or short inspections. For details of all inspections, please see above.
Information about this school
Abbey Primary School is slightly smaller than the average-sized primary school. The school provides a breakfast club. Children attend full-time in the Reception class, and part-time in the Nursery class. Prior to the previous inspection, provision at the school was extended to include two-year-old children. However, there were no two-year-olds on roll at the time of this inspection. The proportion of pupils who are disadvantaged is above average. The proportion of pupils with SEND is average. Most pupils are from a White British background.
Summary of key findings for parents and pupils
This is a good school Leaders? shrewd identification of weaker practice and their provision of effective training have contributed to a marked improvement in the quality of teaching. Leaders check carefully on pupils? progress, and act promptly to support those at risk of falling behind. Teachers set work that builds on what pupils already know. In their planning, they consider pupils? different starting points. However, work for the most able pupils sometimes does not deepen their understanding sufficiently. Phonics is taught very effectively. However, staff do not regularly encourage younger pupils to use their knowledge of phonics to help develop their writing skills. Current pupils have a love of reading. They are making strong progress, especially in reading and mathematics. Pupils are articulate because teachers expect pupils to explain their ideas fully in class. They learn to explore verbally different approaches to mathematical problems. Leaders are committed to a broad curriculum, and pupils generally achieve well across a range of subjects. A few foundation subjects require stronger leadership. In recent years, pupils? attainment in national tests at key stage 1 has been below the national average. Published outcomes show that key stage 2 pupils have made strong progress, especially in reading and writing. Pupils demonstrate consistently positive attitudes to their learning. They are enthusiastic, conscientious and increasingly confident. There is a strong culture of safeguarding. Staff use their detailed knowledge of the pupils and their circumstances to keep them safe. Pupils? attendance has risen sharply over the last year and now exceeds the national average. Leaders have greatly reduced the instances of poor behaviour at social times. Although many children start with skills well below those typical for their age, they progress well in the early years. Teaching is good. Sometimes clearer links with what they have already learned would help children to develop their ideas in their play. Since the last inspection, a core group of governors have supported the school and held leaders to account for the impact of their actions. Other governors have not proved so effective.