|Name||Abbeywood Community School|
|Ofsted Inspection Rating||Good|
|Inspection Date||19 November 2019|
|Address||New Road, Stoke Gifford, Bristol, BS34 8SF|
|Religious Character||Does Not Apply|
|Number of Pupils||976|
|Number of Pupils per Teacher||17.3|
|Academy Sponsor||The Olympus Academy Trust|
|Percentage Free School Meals||13.8%|
|Percentage English is Not First Language||11.1%|
|Pupils with SEN Support||8.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
What is it like to attend this school?
Pupils are happy at the school; they say that it feels safe and that people are kind to each other. Pupils are very positive about their school; they value it and like it. They told us that if bullying does occur, it is quickly dealt with by the teachers. Pupils say that the school is inclusive and has a genuine community feel. They have noticed the many improvements that have taken place and are pleased with them.
Pupils behave well in lessons and say that they are able to learn. They like the many opportunities that the school offers them. For example, there is a wide range of activities offered after school, ranging from technology activities to sports, and these are very popular.
Trustees and staff are very ambitious for the school. They all work hard to keep improving it. The school is well organised and has detailed plans to ensure that pupils learn key information at the right time. These plans are not yet fully established in all subject areas, but they are developing. The school has high expectations for all pupils.
Staff have given much thought to how pupils learn. This has resulted in a whole-school approach to teaching that enables pupils to learn more and make stronger progress.
What does the school do well and what does it need to do better?
Leaders ensure that in all subject areas, curriculum plans show what pupils need to learn at each stage of their education. Some subject plans are more detailed than others. Where plans are clear, for example within English, pupils know and understand more. There is some variation in the detailed planning in some subject areas and the school is working to develop this. Sometimes, pupils don’t ask for help when they are uncertain in class and this can affect their progress.
The school is very inclusive. Pupils who are disadvantaged and those who have special educational needs and/or disabilities (SEND) are well known through the pupil passports. These give information to teachers on how to help pupils. The school’s resource base is well led and managed, and well regarded by pupils.
Leaders are aware of the government’s ambition that the English Baccalaureate (EBacc) should be at the heart of the curriculum. To increase pupils’ take-up of EBacc, they have made the learning of a language compulsory in Year 9, and for some groups at key stage 4.
Leaders have prioritised reading and a new reading programme is in place in Year 7. Teachers read to pupils and pupils are encouraged to read often, in registration and on other occasions.
The school has high expectations for pupils’ behaviour. Low-level disruption is rare.Pupils are sometimes impatient with each other in corridors, but generally, the school is a calm and orderly community.
The school offers a wide range of opportunities for personal development within lessons, for example within the global citizenship programme. It also provides many activities at the end of the school day. Pupils value these opportunities and take-up is high.
Students show positive attitudes to learning in the sixth form, both in lessons and in private study. They enjoy their time in the sixth form and feel challenged and supported. The range of courses is ambitious, and students make good progress as teaching ensures that they learn and remember more.
The trust, the headteacher and all leaders at the school are ambitious to provide a high-quality education to all pupils. The values of the school are clear and underpin the school’s management decisions.
Governors are key in driving the school forward. The governors are well informed and hold the headteacher and leaders to account. They visit the school, talk to pupils, and survey staff.
Staff like working at the school and say that they feel very well supported. Leaders are considerate of the workload of staff when developing new initiatives within the school and, as a result, there is a positive staff ethos.
The arrangements for safeguarding are effective.
The overall leadership of safeguarding is comprehensive and responsive to the needs of pupils in the school. The school has well-organised systems and processes. The safeguarding and child protection policy has been updated from September 2019. It is fully compliant and supported by a comprehensive range of appendices, including an accessible handbook on creating a strong safeguarding culture. Training is well organised. Staff are fully aware of their responsibilities and take them very seriously. As a result, there is a strong culture of safeguarding.
What does the school need to do to improve?
(Information for the school and appropriate authority)
In some subjects, there is less detail than in others about the exact knowledge and key concepts that the school wants pupils to gain. Where there is less detail, pupils do not learn and remember as much. Leaders need to build on the best practice already in the school. They need to continue to evolve and improve how the curriculum is planned and implemented in classrooms. . On occasion, pupils do not ask for help when they are uncertain in class. Thisslows their progress as misconceptions can continue. Leaders need to continue to develop the ethos and culture of the school so that all pupils actively engage in learning.