|Name||Abbeyfields First School|
|Ofsted Inspection Rating||Outstanding
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||28 January 2015|
|Address||Abbot’s Way, Morpeth, Northumberland, NE61 2LZ|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||25.8|
|Academy Sponsor||The Three Rivers Learning Trust|
|Percentage Free School Meals||4.8%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||14.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Abbeyfields First is larger than the average-sized primary school. The proportion of disadvantaged pupils, those known to be eligible for the pupil premium, is lower than the national average. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals, and those children who are looked after by the local authority. The vast majority of pupils are of White British heritage and speak English as their first language. The proportion of disabled pupils and those who have special educational needs is higher than that found nationally. The school has anti-bullying accreditation, is a ‘Forest School’, and has won local awards for its allotment. Early years provision is part time in the Nursery and full time in Reception.
Summary of key findings for parents and pupils
This is an outstanding school. The headteacher has successfully created a culture of high expectations and continuous improvement. She is both ambitious and compassionate. Parents hold her in high regard. Other leaders and governors are also relentless in their approach to raising standards. Pupils’ progress is checked extremely carefully and rapid action taken to ensure that every pupil makes the best possible progress. As a result of this outstanding leadership, the school has improved significantly since the previous inspection. Pupils thrive in a warm, friendly atmosphere where high levels of tolerance and respect are the norm. Pupils are confident, articulate, polite and friendly. They behave exceptionally well, particularly in lessons, where they are extremely eager to learn. The extent to which the school keeps pupils safe is outstanding. Pupils have an excellent knowledge of how to stay safe, particularly from bullying or harassment. Pupils say bullying is extremely rare and they know what to do if it does happen. The provision in early years has improved dramatically since the previous inspection so that it is now outstanding. There is a wide range of stimulating learning activities that interest and motivate children so that they make rapid progress from their starting points. The quality of teaching has improved since the previous inspection so that it is now outstanding. Teachers plan work for pupils that is sufficiently challenging for the different ability groups within each class. Pupils are eager to answer questions and to share their ideas. They work hard in lessons, and are expected to complete their work to a high standard. While pupils’ work is marked regularly and there are some opportunities for them to improve or correct their work, this is not consistently the case. Sometimes teachers tell pupils to improve in the future, and on other occasions they do not give them opportunities to correct their work for themselves. Achievement is outstanding. Standards at the end of Year 2 are well above the national average in reading, writing and mathematics. The highest-ability pupils achieve particularly well. Pupils continue to make excellent progress in Key Stage 2. By the time they leave at the end of Year 4 they have reached very high standards for their age. The curriculum is rich, varied and exciting. Pupils achieve well in a range of subjects, for example, art, science and physical education. The ‘Forest School’ is a wonderful and exciting resource which makes learning real. For example, pupils increased their knowledge of British mammals by using diagrams of the paws of different animals to check for fox prints in the snow.