|Name||Abbot’s Lea School|
|Address||Beaconsfield Road, Woolton, Liverpool, L25 6EE|
|Religious Character||Does Not Apply|
|Number of Pupils||271 (87.5% boys 12.5% girls)|
|Percentage Free School Meals||55.9%|
|Percentage English is Not First Language||4.8%|
|Pupils with SEN Support||0%|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (13 January 2016)
Note: There may have been more recent inspections, since 13 January 2016, such as monitoring visits or short inspections. For details of all inspections, please see above.
Information about this school
The number of pupils at the school has increased since the last inspection. All pupils attending the school have either a statement of special educational needs or an education, health and care plan, indicating autistic spectrum disorders. All have social and communication difficulties and the vast majority have cognitive delay or deficit. Many pupils also have dyslexia, dyspraxia, mental health needs or sensory processing difficulties. The proportion of pupils eligible for pupil premium is above average. Fewer than one in 10 pupils are girls. There is a very small proportion of pupils from minority ethnic groups. The school manages an outreach service for the local authority to advise and support both mainstream secondary and primary schools on the needs and education of pupils with autistic spectrum disorder. The school also manages a satellite site, the Abbot?s Lea Matthew Arnold (ALMA) Assessment Centre, which is two to three miles from the main school buildings. The ALMA Assessment Centre has a combination of assessment and full-time places for pupils aged between four and seven years. The school does not commission the use of independent alternative providers. Abbot?s Lea has received the following awards: National Autistic Society Autism Accreditation; Investors in People Award; Enhanced Healthy Schools Award; Sky Sports Living for Sport accreditation and ECO Schools Award. The school is a licensed centre for the Duke of Edinburgh Award.
Summary of key findings for parents and pupils
This is an outstanding school Outstanding leadership has led to improvements in all areas of the school since the last inspection. Leaders? high expectations and desire for nothing but the best are the driving force behind the exceptional achievement of pupils across the school. Unquestionably, pupils benefit from excellent teaching and make outstanding academic, social and emotional progress during their time at Abbot?s Lea. Pupils often join the school with very low starting points. They achieve very well in reading, writing, communication skills, mathematics and a range of other subjects. Pupils have excellent attitudes to learning. They are prepared well for their next steps in education and life in general. Pupils are frequently stretched to apply their social and communication skills in real-life situations. Provision in the early years is outstanding. Children benefit from a calm and purposeful learning environment. They are prepared exceptionally well for school because leadership and teaching are outstanding. Parents are overwhelmingly supportive of the school. Provision for learners in the sixth form is outstanding. Study pathways are matched expertly to learners? specific needs. Most learners make outstanding progress and go on to attend further and higher education when they leave Abbot?s Lea. Leaders? robust monitoring of the quality of teaching, learning and assessment has resulted in improvements in teachers? skills and pupils? achievement since the last inspection. Pupils are well cared for and they are safe in school. Adults model expertly the school?s values of tolerance and respect for one another. This, along with highly effective spiritual, moral, social and cultural development, ensures that pupils? personal development is outstanding. The governing body provides effective support and challenge for the school. Middle leadership is strong. Senior leaders acknowledge that middle leaders? effectiveness could be further improved through further developing their skills in evaluating precisely the impact of their actions on pupils? learning.