|Name||Abbots Farm Infant School|
|Address||Abbotts Way, Rugby, CV21 4AP|
|Religious Character||Does Not Apply|
|Number of Pupils||177 (52.5% boys 47.5% girls)|
|Number of Pupils per Teacher||20.7|
|Percentage Free School Meals||15.8%|
|Percentage English is Not First Language||15.3%|
|Pupils with SEN Support||11.4%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (06 December 2016)
Note: There may have been more recent inspections, since 06 December 2016, such as monitoring visits or short inspections. For details of all inspections, please see above.
Information about this school
The school meets requirements on the publication of specified information on its website. Abbots Farm Infant School is smaller than the average-sized primary school. The large majority of pupils are of White British heritage. The proportion of pupils for whom English is not their first language is below the national average. The percentage of disadvantaged pupils is well below the national average. The proportion of pupils who have special educational needs and/or disabilities is in line with the national average.
Summary of key findings for parents and pupils
This is a good school Leaders have made improvements to all aspects of the school?s work since the last inspection. As a result, pupils now achieve well because teaching is good. Leaders have successfully ensured that the school provides a high level of care for pupils. Pupils are happy at school, feel very safe and behave well. Children in the early years make a strong start because of greatly improved provision. Leaders have significantly improved the teaching that the youngest children receive. The most able pupils achieve well. They make fast progress, particularly in reading and mathematics. As a result, a large proportion reach the higher standard in their work. Pupils make good progress in mathematics due to the skilled teaching that helps them develop a secure understanding of this subject. Pupils read well. When reading, pupils make good use of their phonics skills to help them read fluently. Pupils enjoy their reading and show a good level of understanding of the books they read. Through effective plans and a high level of care, leaders have made sure that disadvantaged pupils achieve well and their progress has accelerated. Leaders have ensured that safeguarding is very effective. As a result, the school?s work to keep pupils safe is a notable strength. Governors are highly committed to the school?s success and have significantly improved the quality of their work. They now provide the right level of challenge and support to leaders to help the school to improve. Parents rate the school very highly. Parents have a great deal of confidence in the school and value its work. The school works closely with parents, particularly in the early years, to help children succeed. Although improving, the progress made by pupils who have special educational needs and/or disabilities is not fast enough. Pupils make good progress overall in writing but it is not as strong as their progress in reading and mathematics. Some teaching does not set high enough expectations of what pupils can achieve in subjects such as history and geography. A few pupils complete work slowly or without sufficient care.