|Name||Abbotsbury Primary School|
|Address||Abbotsbury Road, Morden, SM4 5JS|
|Religious Character||Does Not Apply|
|Number of Pupils||390 (49.7% boys 50.3% girls)|
|Number of Pupils per Teacher||19.4|
|Percentage Free School Meals||33.6%|
|Percentage English is Not First Language||70.4%|
|Pupils with SEN Support||13.4%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (19 June 2013)
Note: There may have been more recent inspections, since 19 June 2013, such as monitoring visits or short inspections. For details of all inspections, please see above.
Information about this school
Abbotsbury is a larger than average-sized primary school. The school receives the pupil premium (additional government funding for pupils known to be eligible for free school meals, looked after children and children of service families) for almost a third of its pupils, which is above average when compared with schools nationally. There are currently no children of service families in the school. The proportion of disabled pupils and those with special educational needs supported through school action is below average, as is the proportion supported at school action plus or with a statement of special educational needs. At around seven in ten, the proportion of pupils from minority ethnic groups is high. The majority are of Pakistani and other Asian backgrounds, with other heritages represented in smaller numbers. Around three in five pupils has a first language other than English, which is much higher than found nationally. A high number of pupils leave and join the school at different times of the year. Of these, around a half speak little or no English when they join the school. The school meets the government?s current floor standards, which set the minimum expectations for pupils? attainment and progress in English and mathematics.
Summary of key findings for parents and pupils
This is a good school. Children make a strong start in Nursery and Reception so that they are well prepared for Year 1. Children who do not speak English make excellent progress in developing their language skills. Pupils make good progress and standards are rising across the school. Pupils? attainment is similar to the national average by the time they leave the school. Good quality teaching inspires pupils so that they enjoy learning. Teachers and teaching assistants work effectively together to ensure that pupils have the help they need to address individual difficulties and any gaps they have when they join the school. Pupils behave well and are considerate of others around the school, which strengthens the school as a caring community. Pupils are well known by adults and say that they feel safe and happy. The curriculum effectively meets pupils? academic needs. It promotes their personal development well and celebrates the diversity within the school so that all feel valued. The good leadership of the headteacher and leadership team is seen in strong staff teamwork and improved pupils? achievement in the last two years. The governing body is thorough in its challenge of the school?s performance. It is not yet an outstanding school because : Sometimes, weaknesses in pupils? spelling, punctuation and calculation skills reduce the quality of their writing or slow them down when solving problems. A few pupils are absent from school too often. Occasionally, time is wasted in lessons because : teachers do not change pupils? tasks quickly enough when work is too easy or too difficult. Teachers are not consistent in requiring pupils to respond to the written advice given in marking.