| Name | Abbot Beyne School |
| Website | http://abbotbeyne.staffs.sch.uk/ |
| Ofsted Inspection Rating | Good |
| Inspection Date | 24 May 2017 |
| Address | Linnell Building, Osborne Street, Burton-on-Trent, Staffordshire, DE15 0JL |
| Phone Number | 01283759007 |
| Type | Secondary |
| Age Range | 11-18 |
| Religious Character | None |
| Gender | Mixed |
| Number of Pupils | 756 |
| Number of Pupils per Teacher | 18.5 |
| Local Authority | 860 |
| Percentage Free School Meals | 14.3% |
| Percentage English is Not First Language | 31.3% |
| Persisitent Absence | 14.5% |
| Pupils with SEN Support | 6.7% |
| Catchment Area Information Available | Yes, our catchment area data is FREE |
| Last Distance Offered Information Available | No |
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Information about this school The school meets requirements on the publication of specified information on its website. The school meets the government’s current national floor standards. Abbot Beyne School is a smaller than average comprehensive school with a sixth form. The number of pupils on roll has been stable in the last few years. The majority of pupils are from White British backgrounds. The proportion of pupils from minority ethnic backgrounds is above average. The proportion who speak English as an additional language is above average. The proportion of pupils who have special educational needs and/or disabilities is similar to that typically seen in secondary schools nationally. Pupils enter the school with prior attainment below the national average. The school uses Burton Pupil Referral Unit as alternative provision for a very small number of pupils. The proportion of pupils who are supported by the pupil premium is higher than typical nationally. Summary of key findings for parents and pupils This is a good school The school has improved securely since the last inspection. Pupils now achieve better results in their GCSEs and make faster progress when compared to other pupils nationally. The headteacher has successfully led developments in the curriculum and improvements in teaching and learning. These changes have contributed to improved progress for pupils. Leaders and governors have a strong understanding of the relative strengths and weaknesses of the school and work effectively to bring about further improvements. The curriculum is appropriately planned and implemented for pupils. It provides a range of suitable courses, as well as a varied extra-curricular programme. Safeguarding is effective and staff work collaboratively to ensure that pupils and students are safe. Pupil premium funding has been used successfully to diminish the differences between the attainment and progress of disadvantaged pupils and others nationally with the same starting points. Students in the sixth form make faster progress than other students nationally with the same starting points. Pupils are well behaved in lessons and also around the school site. The atmosphere is studious and orderly. Pupils’ exercise books and files are well presented and these clearly demonstrate their good progress at school. The attendance of disadvantaged pupils and those who have special educational needs and/or disabilities is too low. Persistent absence is also too high for these groups, although this has improved recently. Teachers do not routinely adjust their teaching to take into account the needs of different ability pupils. Mathematics teaching has improved, although this is not yet consistently good across all groups. |
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