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This is a school where all pupils are expected to be the best they can be, both academically and pastorally.
The school's values of resilience, respect and pride are interwoven through all aspects of school life. Pupils' behaviour is exceptional across the school. This is because pupils have been taught how to behave and because they want to do well.
Pupils achieve very well across all areas of the curriculum.
Pupils enjoy coming to this school. Warm, nurturing working relationships between adults and pupils permeate the school.
Pupils know that if they have a worry, there is an adult who will listen to them. This means that they feel safe.
...Pupils take on positions of responsibility.
This includes acting as Avenue ambassadors, well-being champions and reading champions. Reading champions are pupils in Year 6 who read with younger pupils. They take pride in their roles because they have been taught the importance of reading and helping others.
Leaders have prioritised attendance. They are taking appropriate action so that the proportion of pupils who are persistently absent declines.
The school provides a range of clubs including choir, lacrosse and football club.
These activities help pupils to develop their talents and pursue their interests.
What does the school do well and what does it need to do better?
Reading is given priority here. Leaders are determined that all pupils learn to read confidently and fluently.
Children in the Nursery listen attentively to stories and excitedly join in with repeated phrases. Children are taught to read right from the start of Reception. Pupils across the school read widely and often.
Pupils in Year 6 enjoy being read to by their teacher because, 'it takes them to a magical place'. These experiences develop a love for reading.
The programme for early reading is very well-sequenced.
Books are carefully matched to the sounds that pupils know. This means that pupils read with developing fluency. Adults are experts at teaching reading.
They regularly check the sounds that pupils know. Therefore, any pupils who may need extra support are quickly given the help they need to keep up.
The school has an ambitious well-structured curriculum in place.
Leaders have skilfully thought about the important knowledge and skills that pupils need to know and when these should be learnt. For example, pupils in Year 3 confidently solve mathematical calculations involving division. This is because they have previously been taught multiplication facts.
In Reception, pupils count and recognise numbers. This is because they have been taught what each written number represents.
Teachers have strong subject knowledge.
They explain concepts clearly and correct misconceptions quickly so that pupils understand new content. Teachers and other adults emphasise important vocabulary. For example, in Year 6 pupils learn new words such as, 'physician', 'hasten' and 'treaty'.
The school makes sure that pupils with special educational needs and/or disabilities (SEND) are identified quickly so that they receive the help they need to access the curriculum and thrive. Staff are trained exceptionally well to provide support which is targeted to pupils' needs. For example, activities focused on developing attention and concentration are delivered with precision.
Pupils with SEND achieve well.
Pupils' behaviour across the school is exemplary. The curriculum can be taught without any interruption.
Classrooms are purposeful, calm learning environments. This is because staff have high expectations for all pupils. Pupils are highly motivated and show positive attitudes to their learning.
This includes children in the early years who share and collaborate well.
The personal, social, health and economic education curriculum is at the centre of the school's work. Pupils are taught about consent in an age-appropriate manner.
Pupils learn about risks within and beyond the school. For example, pupils are taught about the risks they may face when using different digital apps. Pupils are taught the importance of respect and are given opportunities to practise democracy.
Pupils are taught how to understand and regulate their feelings. This includes children in the early years. Leaders have thought carefully about how they support pupils with SEND who may need help to express their feelings.
As a result, staff carry emotion cards to help pupils explain how they feel.
Trustees are ambitious for all pupils at this school. They have established robust systems and processes to ensure the school is providing the very best education for all pupils.
Staff are extremely positive about the wide range of initiatives in place to support their workload and well-being. This includes members of staff at the beginning of their teaching careers.
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