|Name||The Abbey CofE VA Primary School, Shaftesbury|
|Ofsted Inspection Rating||Good|
|Inspection Date||05 July 2012|
|Address||St James’s Street, Shaftesbury, Dorset, SP7 8HQ|
|Religious Character||Church of England|
|Number of Pupils||190 (54% boys 46% girls)|
|Number of Pupils per Teacher||22.0|
|Percentage Free School Meals||13.2%|
|Percentage English is Not First Language||5.3%|
|Pupils with SEN Support||7.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
The Abbey Church of England Voluntary Aided Primary School is smaller than most primary schools and a relatively high number of its pupils leave and join the school during the academic year. The largest groups of pupils are of White British heritage and the proportion of pupils who are from other minority ethnic backgrounds or who speak English as an additional language is well below average. The number of pupils known to be eligible for free school meals is also below average. The percentage of disabled pupils and those who have special educational needs supported by school action plus or with a statement of special educational needs is broadly average. These pupils receive support for specific, moderate and severe learning difficulties and needs associated with autistic spectrum disorder. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
The Abbey Church of England Voluntary Aided Primary School is a good school where pupils make good progress to achieve above average levels of attainment by the time they leave. It is not yet outstanding because planning procedures have yet to be developed to make teaching, the curriculum and the school’s response to its own evaluation of the highest quality. Effective routines for promoting progress in reading mean that pupils’ achievement is above average. The school responded well to the recommendations from the previous inspection and standards in writing have improved. The leadership of teaching has been effective because routine monitoring is used to ensure that teachers maintain a sharp focus on the school development priorities. Teachers consistently ask thoughtful questions and provide valuable feedback. They usually prepare different materials to meet the needs of all groups of pupils but these are not always designed or used effectively to promote even better progress. Leaders and managers have very organised systems for managing the performance of most aspects of the school. They are aware of variations in the overall attainment of children in the Early Years Foundation Stage, but planning is not always specific enough to address them really effectively. The school makes a strong contribution to pupils’ spiritual, moral, social and cultural development and the quality of music in the school is particularly high. There are numerous opportunities for pupils of all ages to learn and play together and high staff expectations about standards of behaviour mean they do so sociably. The curriculum has recently been improved and provides pupils with a number of exciting learning opportunities through a range of topics. Planning is not yet rigorous enough to ensure that standards in literacy and numeracy are always high enough during this work.