The Abbey School


Name The Abbey School
Website http://www.abbeyschoolfaversham.co.uk/
Ofsted Inspection Rating Good
Inspection Date 09 May 2013
Address London Road, Faversham, Kent, ME13 8RZ
Phone Number 01795532633
Type Academy
Age Range 11-19
Religious Character Does not apply
Gender Mixed
Number of Pupils 1115 (53% boys 47% girls)
Number of Pupils per Teacher 14.7
Academy Sponsor The Abbey School (Faversham)
Local Authority Kent
Percentage Free School Meals 18.9%
Percentage English is Not First Language 3.7%
Persisitent Absence 17.3%
Pupils with SEN Support 14.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The Abbey School converted to become an academy in August 2011. When its predecessor school, of the same name, was last inspected by Ofsted, it was judged to be good. The school is an average-sized secondary school with a small sixth form. It accepts students of all abilities in an area where there is selective education. The school provides specially resourced provision known as the Autism Centre for 32 students with special educational needs. The school meets the government’s current floor standards, which set the minimum expectations for students’ attainment and progress in secondary schools. The majority of students are of White British heritage. A small number of students come from minority ethnic groups. A very small proportion of students speak English as an additional language. The proportion of disabled students and those with special educational needs supported through school action is high. The proportion of students supported at school action plus or who have a statement of special educational needs is also high. The proportion of students for whom the school receives the pupil premium (additional funding for students known to be eligible for free school meals, children in the care of the local authority and those from service families) is above average. Currently, there are 10 children in the care of the local authority and there are no service family children on the school roll. Over one third of students who did not achieve the expected level in reading and/or mathematics at the end of primary school are funded for the Year 7 catch-up programme. As part of the ‘Coastal Collaboration’, the school works in partnership with two universities, two local schools and a college. As a result, a small number of Key Stage 4 students attend off-site work-related courses in hair and beauty and construction, motor vehicle and outdoor education. Some students from the other schools attend The Abbey School for horticulture and catering courses. The school has a Business and Enterprise specialism.

Summary of key findings for parents and pupils

This is a good school Examination results are good in an increasingly wide range of subjects and students make good progress in lessons. Teaching is typically good and sometimes outstanding. Teachers have strong subject knowledge and this sets a good basis for effective learning. Teachers and students have high levels of mutual respect. This has resulted in a positive learning atmosphere across the school. Behaviour is good in lessons and during social time. Students are exceptionally well cared for and feel safe. Members of the governing body, the headteacher, senior leaders, and other leaders and managers are ambitious and driven in their pursuit of excellence. Their efforts are particularly evident in terms of students’ improved GCSE attainment and good-quality teaching. School attendance has improved continuously. The need to use fixed-term exclusions has reduced considerably. The sixth form is good. Good leadership and teaching result in good achievement so that students are well prepared for higher education, training or employment. It is not yet an outstanding school because : The proportion of lessons where the teaching is outstanding is too low. Some teachers do not provide all students with opportunities to fully extend their thinking. There is not always sufficient time for students to find things out for themselves. Students’ work is not marked helpfully enough in all classes, so that some students do not understand exactly what they have to do to improve.