|Name||Abbeymead Primary School|
|Ofsted Inspection Rating||Good|
|Address||Mead Road, Abbeymead, Gloucester, GL4 5YS|
|Religious Character||Does Not Apply|
|Number of Pupils||447 (55.7% boys 44.3% girls)|
|Number of Pupils per Teacher||22.0|
|Percentage Free School Meals||8.1%|
|Percentage English is Not First Language||3.1%|
|Pupils with SEN Support||13.1%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (28 September 2016)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school does not meet requirements on the publication of information about pupil premium and the funding for physical education and sports on its website. Abbeymead is much larger than the average-sized primary school. It is a two-form entry primary school with class sizes of around 30. There are three classes in the Reception Year this year. The proportion of pupils from minority ethnic backgrounds is well below the national average. The number of pupils who speak English as an additional language is also well below the national average. The number of pupils supported by the pupil premium is about half the national average. The proportion of pupils receiving support for their special educational needs and/or disabilities is slightly above the national average. The proportion with an education, health and care plan or statement of special educational needs is slightly above the national average.
Summary of key findings for parents and pupils
This is a good school Leaders, including governors, have improved teaching through rigorous monitoring, effective coaching and providing support for teachers. Leaders are meticulous in holding teachers to account for the progress of pupils in their classes. Governors are highly ambitious for the school and the pupils and know the school’s strengths and weaknesses well. Their continual questioning and challenge to school leaders means they play an instrumental part in school improvement. Governors know that their next step in developing their role is to develop closer links with subject leaders. They are also aware that they need to have more involvement in monitoring the attendance of those pupils who have the highest absence rates. Pupils across the school, including those who are the most able, are making good progress. The detailed marking and feedback of their work means that pupils are clear about what they need to do next to improve. Pupils’ achievement continues to improve. Across the school, pupils achieve close to, and often above, the nationally expected standards for their age in reading, writing and mathematics. Leaders and teachers make effective use of the school’s assessment systems to quickly identify pupils at risk of falling behind in their learning. Pupils are monitored and actions adapted to help them catch up quickly. Pupils who have special educational needs and/or disabilities make strong, sometimes exceptional, progress. This is because their needs are identified well and accurately supported to help them overcome particular challenges. Children make a good start to their education in the early years. Strong leadership and teaching mean that children make rapid progress across all the areas of learning. Pupils of different abilities, including the most able, receive work that is almost always well matched to their needs. Occasionally, when the work is too easy or too hard, a few pupils become distracted. Pupils, particularly in key stage 1, are not always given opportunities to use their literacy and numeracy skills across the wider range of the curriculum. Pupils enjoy learning, are keen to improve their work and behave very well. The calm and purposeful atmosphere centred on learning means that pupils feel safe in school.