|Name||Abbeys Primary School|
|Address||Melrose Avenue, Bletchley, Milton Keynes, MK3 6PS|
|Religious Character||Does Not Apply|
|Number of Pupils||279 (50.5% boys 49.5% girls)|
|Number of Pupils per Teacher||17.6|
|Local Authority||Milton Keynes|
|Percentage Free School Meals||30.8%|
|Percentage English is Not First Language||19.9%|
|Pupils with SEN Support||13.9%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (29 January 2019)
Note: There may have been more recent inspections, since 29 January 2019, such as monitoring visits or short inspections. For details of all inspections, please see above.
Information about this school
This is an average-sized primary school. The proportions of disadvantaged pupils are slightly above average. The school has pupils from 12 out of 17 ethnic groups. The majority of pupils are from White British backgrounds. A higher proportion of pupils than the national average have special educational needs support, although fewer pupils than average have an education, health and care plan. There have been some changes to the leadership team and teaching staff since the school?s previous inspection. The school is part of the Bletchley Partnership of Schools.
Summary of key findings for parents and pupils
This is a good school Leadership is effective. Leaders have guided the school well through a period of staffing turbulence. Their actions to improve provision have been effective. Morale is high and standards are rising. Disadvantaged pupils are making good progress from their starting points. Additional funding for these pupils is used effectively to ensure that they are supported well and thrive. Pupils with special educational needs and/or disabilities (SEND) and those who are vulnerable are supported to a high standard. Their emotional well-being needs are cared for particularly well by the school?s support team. Pupils model the school?s values to a high standard. Everyone is included and valued. A range of effective strategies enhance pupils? spiritual, moral, social and cultural development to ensure that they are well prepared for life in modern Britain. A wide range of extra-curricular clubs and activities enrich pupils? learning. Pupils value these opportunities highly and participate enthusiastically. The quality of teaching is good. Teachers use their subject knowledge to structure learning well and help pupils deepen their knowledge and understanding. Pupils? behaviour is good. They enjoy learning, listen attentively in class and are keen to participate in lessons. Pupils get along well with each other, working and playing together happily. The early years setting is good. Children make rapid progress from their typically low starting points and are ready to achieve well when they start Year 1. The curriculum is broad and balanced. Pupils enjoy a wide range of activities and experiences. However, these are not always sequenced effectively to build on pupils? skills and knowledge. The most able pupils are not yet achieving well enough. Sometimes teaching lacks challenge for these pupils. Leaders, including governors, do not monitor the progress of this group of pupils closely enough.