Abingdon Primary School

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About Abingdon Primary School

Name Abingdon Primary School
Website http://www.abingdonprimary.org.uk
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Headteacher Mr Adam Cooper
Address Abingdon Road, Middlesbrough, TS1 3JR
Phone Number 01642210567
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Local Authority Middlesbrough
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

What is it like to attend this school?

Everyone is welcome at Abingdon Primary School where there is a strong sense of community.

Pupils in the 'international arrivals hub' who speak English as an additional language are well supported by staff to quickly settle into school. This helps to prepare pupils who are new to the country for learning alongside their peers. Pupils say that staff listen to any worries that they may have.

This helps them to feel safe.

Leaders have high expectations for pupils' achievement. This includes pupils with special educational needs and/or disabilities (SEND).

Pupils are eager to learn. Leaders ensure that the curriculum reflects the diverse range of culture...s and countries represented in the school. Pupils achieve well from their starting points over time.

Pupils behave well. They value the schools 'ARCH' values of 'Aspiration, Resilience, Commitment and Harmony'. Staff are determined that every pupil learns to become a 'good neighbour', no matter how long their stay at the school.

Pupils enjoy working hard to earn 'ARCH' points for demonstrating the school's values. They develop leadership skills by becoming 'sanctuary leaders', helping their friends and those new to the school. Bullying is rare.

Pupils know to report their concerns to staff, who take prompt action to resolve problems.

What does the school do well and what does it need to do better?

Leaders have revised the curriculum to reflect the diverse range of cultures within the school. In most subjects, they have identified the important knowledge and vocabulary they want pupils to learn from Nursery to Year 6.

For example, in art and design, teachers use the well-sequenced curriculum to design activities. This helps pupils to remember their learning well. Pupils are inspired by the diverse range of artists and sculptors whom they study.

One pupil commented, 'Wow, she looks like me. Maybe I could do that.' However, in a few subjects, such as geography, the curriculum does not identify the sequence of learning step by step.

This means that some teachers are unsure exactly what pupils need to know and remember. Some subject leaders have not checked the effectiveness of the revised curriculum for their subject, including in the early years. This means that leaders do not know how well pupils are achieving in all subjects.

Leaders have prioritised the teaching of phonics and early reading. This is helping pupils to access the full school curriculum. Staff use assessment effectively to identify gaps in pupils' phonic knowledge.

Pupils receive support to catch up. They are enthusiastic about the books they read. Pupils read books that match the letters and sounds they know.

They read often from the wide selection of good-quality texts. Staff help pupils to develop fluency and confidence in their reading.

Pupils develop good mathematical knowledge and skills.

For example, children in the early years learn important mathematical language such as 'less than' and 'take away'. They develop their understanding of patterns in numbers and shapes. This helps pupils to reason and problem-solve as they progress through the school.

Many pupils leave and arrive at the school mid-year. Most do not speak English when they arrive. Staff with expert knowledge help new pupils to acquire the knowledge and language skills they need to access their learning.

Pupils with SEND are supported effectively to access the curriculum. Staff work well with external specialists to identify pupils' needs. Some pupils attend 'pre-teach' sessions to help prepare them for future learning.

Governors and leaders are passionate about supporting families in the local community. The 'children's centre' ensures that families receive a wide range of support and advice, for example in relation to health, finance and education. There is a strong focus on reading through the activities offered, such as 'reading to your bump' for expectant mothers.

The 'community cohesion' group supports families new to the region. The 'team around the child' provides exceptional pastoral support for families. They help pupils to understand how to keep physically and mentally healthy.

The curriculum to develop pupils' personal development is exceptional. Pupils enjoy 'culture days' where some parents and carers prepare and share food. They join in the celebrations of different faiths and cultures represented in school.

Pupils develop a deep respect for one another. There are a wide range of clubs for pupils, such as roller skating, chess and gymnastics. Pupils enjoy roles of responsibility.

They influence what happens in the school. For example, some pupils chose to have more 'festivals of sport' rather than competitive sports. This encouraged a higher number of girls to access the different sports and fitness opportunities.

Many pupils attend the free breakfast club.

Staff are proud to work at the school. They appreciate the support that they receive from leaders to manage their workload.


The arrangements for safeguarding are effective.

The strong pastoral support in the school means that pupils are well cared for. Leaders ensure that all staff attend regular safeguarding training.

Staff know the procedures for reporting concerns if they are worried about a child. Leaders work well with external agencies to ensure pupils and their families access the help they need. The 'team around the child' provides much of this support in school.

Checks are made on adults who work in school to ensure that they are safe to do so.

Pupils are taught about the risks they may face in the local community and how to keep safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, the curriculum is not broken down into small enough steps.

This means that the content and sequence of learning vary from class to class. Leaders should ensure that all foundation subjects make clear the sequence of learning and check that pupils acquire the knowledge that has been identified in curriculum end points. ? Subject leaders for some foundation subjects do not have a full picture of how well the recently revised curriculums are being implemented.

Leaders do not know where there are gaps in pupils' knowledge. They need to check that the curriculum is being implemented as intended, including in the early years. Leaders need to ensure that subject leaders continue to receive training to help them to make effective checks.

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