|Name||Abbey Woods Academy|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||23 May 2017|
|Address||Wimblestraw Road, Berinsfield, Wallingford, Oxfordshire, OX10 7LZ|
|Religious Character||Does Not Apply|
|Number of Pupils||203 (48% boys 52% girls)|
|Number of Pupils per Teacher||18.3|
|Academy Sponsor||Anthem Schools Trust|
|Percentage Free School Meals||28.6%|
|Percentage English is Not First Language||12.7%|
Information about this school
This is an average-sized primary school. It is an academy sponsored by the CfBT Trust. Most pupils are of White British heritage, although the proportion who speak English as an additional language is slightly higher than average. The proportion of pupils who have special educational needs and/or disabilities is above average. A higher proportion of pupils than seen nationally is disadvantaged. The school does not meet the government’s current floor standards, which set out the minimum expectations for pupils’ attainment and progress. The school meets the requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The current headteacher was appointed from September 2015. A new deputy headteacher joined the school in September 2016. The interim headteacher in post at the time of the previous inspection subsequently became the executive headteacher before reducing to a predominantly consultative role. Her involvement with the school ended at the end of 2016.
Summary of key findings for parents and pupils
This is a school that requires improvement Although much improved, the remaining variability in the quality of teaching means that pupils’ progress is not consistently strong enough across classes and subjects. Pupils are starting to catch up with others nationally but, for some, there is still a long way to go. While rising, outcomes for disadvantaged pupils and those who have special educational needs and/or disabilities are not consistently good. Leaders do not check thoroughly the difference made by funding for these pupils. Pupils’ writing is improving. However, in some classes, they do not write for long enough to make quicker progress. In some classes, pupils’ understanding lacks sufficient depth for them to be able to use their learning confidently in different situations, including the most able. Teaching is notably stronger than it was in the past, but teachers do not consistently provide the right level of challenge to meet the differing needs of pupils across the class. Leaders are not consistently precise and incisive enough in their feedback to teachers about ways to improve their practice. Some pupils still miss too much school. Changes in the leadership of the early years have meant that improvements over time have not been as quick as they could have been. The school has the following strengths The combined effort of leaders and staff at all levels has eradicated previously widespread inadequacies. Leaders are realistic about the challenges that remain and there is a shared determination to succeed. Middle leaders make a significant contribution to the school’s successes. They know what needs doing next to raise standards further, for example through developing pupils’ understanding of what they read. Staff have significantly raised their expectations of what pupils can achieve. Pupils’ personal development, behaviour and welfare have improved substantially since the previous inspection and are now good. Pupils’ hard work and positive attitudes are contributing well to their improving progress. The trust has begun to consider ways to expand the small rapid improvement board into a full local governing body.