|Name||Abbotswood Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||01 October 2019|
|Address||Kelston Close, Yate, Bristol, Gloucestershire, BS37 8SZ|
|Religious Character||Does Not Apply|
|Number of Pupils||287 (49% boys 51% girls)|
|Number of Pupils per Teacher||19.6|
|Local Authority||South Gloucestershire|
|Percentage Free School Meals||13.9%|
|Percentage English is Not First Language||7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
What is it like to attend this school?
Abbotswood is an exciting place to learn. Staff provide a wealth of interesting experiences. These motivate pupils to become excited about their learning. Adults put the pupils’ well-being at the heart of everything they do. This helps pupils to feel well cared for.
Pupils thoroughly enjoy school. They are curious and interested to find things out. Pupils learn to manage risks safely. For example, they explore and talk enthusiastically about pond dipping and climbing trees.
Leaders and teachers share a passion for making sure that all pupils have the best possible education. They say, ‘We want to make sure that no child gets left behind.’ Pupils are encouraged to realise that making mistakes is an important part of learning. This helps them to persevere when learning gets tricky. Pupils try their best, because they are keen to make their teachers proud.
Pupils are respectful and polite and behave responsibly. Pupils know that bullying is not tolerated. They agree that adults are quick to sort out problems. Most pupils attend school regularly but despite leaders’ efforts, a few pupils are regularly absent. This prevents them from making the most of their education.
What does the school do well and what does it need to do better?
School leaders, governors and staff are ambitious for all pupils. They provide a rich and challenging curriculum which prepares pupils well for life. In most subjects, teachers plan lessons which build pupils’ knowledge and skills well. However, in a few subjects, leaders and teachers are not fully aware of how teaching builds on previous learning.
Leaders and teachers are determined for pupils to be confident readers. Children get off to a flying start in reading. Teachers share their delight in reading with pupils. Pupils love listening to stories, such as ‘The Magic Finger’ by Roald Dahl. Pupils regularly practise reading, which improves their comprehension and vocabulary. Pupils told us that they enjoy choosing books and taking part in ‘karate reading challenges’ to earn reading rewards.
Teachers check pupils’ learning effectively, which helps pupils to learn well. Pupils are knowledgeable about the subjects they are taught. For example, in computing, Year 6 pupils can use a code to make objects move at different speeds. They know how to debug a code when they make a mistake. Teachers help pupils to catch up quickly if they start to fall behind. Leaders and teachers work closely with parents of pupils with special educational needs and/or disabilities (SEND). Staff support pupils in taking the steps they need to learn well.
All staff have high expectations of pupils’ behaviour and attitudes to learning. Thestimulating curriculum helps this greatly. Pupils settle to work quickly with little fuss. This is because they are curious and keen learners.
The school provides exceptional opportunities for pupils’ positive personal development. In personal, social and health lessons, pupils confidently share their ideas and feelings. They understand that it is important to stand up for what they believe in. Pupils enjoyed a visit from a local Member of Parliament to discuss political issues. The school offers a wide range of exciting and well-attended clubs, such as sports, art and choir.
Leaders also inspire teachers to learn. We found a positive team spirit in the school. Staff told us that leaders are considerate and supportive of their well-being and workload. Governors fully support the school and are closely involved in its work.
Parents and carers are keen to support their children and appreciate the school’s guidance. Parents are proud of the school. Their typical comments included, ‘My child has blossomed at the school’ and ‘I cannot recommend the school highly enough.’
In the Reception classes, the youngest children are provided with many activities to help their development. Children listen carefully and follow instructions well. Children are helped to develop their communication skills. They enjoy listening to, and retelling, stories such as ‘The Little Red Hen’. Children practise writing using chalk or cotton buds and water. Children socialise well. They learn to take turns, such as when they are in the role-play shop and car wash. Children build towers with bricks and count carefully. They can explain which tower is taller or shorter, and why.
The arrangements for safeguarding are effective.
Pupils’ welfare and safety are of utmost importance to everybody. Pupils learn how to keep themselves safe. They enjoy trips to ‘Lifeskills’ in Bristol, where they find out what to do in an emergency.
Staff have good partnerships with families and outside support agencies. They know pupils very well and take prompt action when they have concerns. This makes sure families get any help they need.
The school provides helpful information to parents. For example, leaders run workshops to help parents understand how to keep their children safe online.
What does the school need to do to improve?
(Information for the school and appropriate authority)
In the majority of subjects, pupils are well supported to practise, build on and secure their skills and knowledge. This prepares them for the next stage in their learning. However, in a few subjects, leaders do not check teaching sequences in the same depth as other subjects. Leaders should further develop these checks to assure themselves that the curriculum is well planned in the full range of subjects. . Leaders work closely with pupils and families to emphasise the importance of regular attendance. This has brought about recent improvements. However, despite the school’s support, a minority of pupils are frequently absent. Leaders should maintain their focus on improving attendance, so that pupils fully benefit from the exciting and rich curriculum on offer.