Abbey Primary School
Headteacher: Mrs Lynn Smith
School holidays for Abbey Primary School via Walsall council
210 pupils capacity: 100% full
110 boys 52%
100 girls 47%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 398437, Northing: 302969
- GPS coordinates
- Latitude: 52.624, Longitude: -2.0245
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- March 5, 2013
- Region › Const. › Ward
- West Midlands › Walsall North › Bloxwich West
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.3 miles Mossley Junior School WS32SQ
- 0.3 miles Mossley Infant School WS32SF
- 0.3 miles Mossley Primary School WS32SQ
- 0.3 miles Jubilee Academy Mossley WS32SQ (235 pupils)
- 0.4 miles Sneyd Community School WS32PA
- 0.4 miles Black Country UTC WS32PA (146 pupils)
- 0.7 miles Busill Jones Primary School WS32QF (293 pupils)
- 0.8 miles Beacon Infant School WV125HA
- 0.8 miles Beacon Junior School WV125HA
- 0.8 miles Allens Rough Primary School WV125XB
- 0.8 miles Beacon Primary School WV125HA (301 pupils)
- 0.9 miles Sandbank Nursery School WS32HR (121 pupils)
- 0.9 miles Elmore Green Primary School WS32HW (313 pupils)
- 0.9 miles Bloxwich CofE Primary School WS33LP (304 pupils)
- 0.9 miles All Saints Academy WS33LP
- 1 mile St Peter's Catholic Primary School, Bloxwich WS33LY (226 pupils)
- 1.1 mile Millfields Nursery School WS33LU (86 pupils)
- 1.1 mile Lower Farm Primary School WS33QH (406 pupils)
- 1.1 mile T P Riley Community School WS33LX
- 1.1 mile Frank F Harrison Engineering College WS27NR
- 1.1 mile Mary Elliot School WS27NR (110 pupils)
- 1.1 mile Walsall Academy WS33LX (1141 pupils)
- 1.1 mile Grace Academy B64TN
- 1.1 mile The Mirus Academy WS27NR (1207 pupils)
Ofsted report transcript
Abbey Primary School
Glastonbury Crescent, Walsall, WS3 2RP
|Inspection dates||5–6 March 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils make good progress from their varied |
Teachers match tasks well to pupils’ abilities.
The varied and carefully chosen support, put
starting points to achieve average standards
in reading, writing and mathematics. As a
result of good teaching and an inspiring
range of subjects and topics, their
achievement is good.
They use questioning to make pupils think
hard and give many opportunities for pupils
to practise their speaking and listening skills
by telling stories and discussing ideas and
new concepts with their classmates.
in place for disabled pupils and those who
have special educational needs, is effective,
so they make good progress.
| Behaviour is good in lessons and around the |
Leaders and managers have been successful in
Regular checking of teaching and the use of
school and pupils feel safe. Pupils are quick to
get to their lessons after playtime because they
are keen to learn. They think that the staff are
good at solving any problems they have.
improving achievement and teaching and
learning since the previous inspection. Writing
has improved the most.
effective methods to check up on how well
pupils, including groups of pupils, are doing
have given senior staff and governors a good
understanding of strengths and weaknesses in
| Occasionally, the learning intention in a |
lesson is too broad and pupils are not clear
exactly what they need to focus on to achieve
| For some younger pupils, opportunities to |
practise their reading to speed up their
progress are limited.
Information about this inspection
- The inspectors observed 13 lessons including four joint observations with the headteacher or the
deputy headteacher. They also made a number of shorter visits to classrooms and to group
- Discussions were held with pupils, members of staff, including senior leaders, the Chair and
other representatives of the Governing Body and a representative of the local authority.
- Information from the school’s website and 11 questionnaires from the staff were also evaluated.
No responses from the online questionnaire (Parent View) could be taken into account as there
were too few, but surveys of the views of parents and carers undertaken by the school were
- Inspectors observed the school’s work and looked at a wide range of documents. In particular
they heard pupils read, evaluated pupils’ books, teachers’ planning and records, safeguarding
information and the school’s systems for improving teaching and learning.
|Angela Kirk, Lead inspector||Additional Inspector|
|Allan Barfoot||Additional Inspector|
Information about this school
- Abbey is smaller than the average-sized primary school.
- Most pupils are of White British heritage with a few from a range of minority ethnic
- The proportion of pupils known to be eligible for the pupil premium, the additional funds
provided for those known to be eligible for free school meals, children in local authority care and
service family children, is well above average.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is above average.
- The proportion supported at school action plus or with a statement of special educational needs
is also above average. Their needs include social, communication and moderate learning
- Children can start at the school part time in the Nursery. Some children wait to join the school in
Reception rather than in the Nursery.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
What does the school need to do to improve further?
- Improve the consistency of teaching so that more is outstanding through:
improving the sharpness of learning through presenting a clear focus to pupils
making sure that pupils know exactly what they need to do to be successful in each lesson.
- Make sure that individual reading for some younger pupils is checked more closely to speed up
their progress and that pupils who do not read at home are given more opportunities to read to
an adult in school.
|The achievement of pupils||is good|
- The achievement of pupils is good in all subjects. Pupils enjoy school and make good progress in
lessons because they are attentive and because work is well matched to their abilities.
- Children join the Nursery with skills and understanding that are usually low compared to those
expected for their age. In Nursery and Reception, teachers plan activities carefully to make sure
that there are lots of opportunities for the children to talk about their work, to explore through a
wide range of enjoyable practical activities and to learn to share and to take turns. Progress has
improved year on year. It is now good although by the time they start in Year 1 many children
are still below average overall.
- Pupils’ achievement through the rest of the school is also good and there is a strong trend of
improvement. Although average points scores (based on national test results) in English and
mathematics are sometimes lower for pupils who are known to be entitled to the pupil premium
than for other pupils, they make similar good progress from their typically lower starting points
to other pupils in the school because their needs are analysed well. The school uses the funding
to successfully close gaps in attainment and to provide pupils with a wide range of trips and
enjoyable activities before, during and after school.
- Disabled pupils and those who have special educational needs are given good support in class,
often from an additional adult, as well as the class teacher. They also benefit from small-group
or one-to-one teaching when needed, to secure good progress. The small number of pupils from
minority ethnic backgrounds achieve as well as other groups of pupils in the school.
- As pupils become independent readers; they are given good guidance to ensure that they read
widely and often. All the younger children read daily during their phonics lessons (the sounds
that letters make) but the progress for some is at times limited. This is because their home-
reading books are not always changed often enough and the school does not always provide
sufficient additional opportunities for those pupils who do not read at home to read in school to
- Pupils’ writing skills across the school have improved, partly because the school has focused on
improving pupils’ ideas for writing through talking and discussion, and also because teachers
now give pupils better comments about how to improve their writing. Pupils usually read these
carefully and try to act upon them. Handwriting has also improved and pupils show care and
pride in producing their neatest (and usually joined) handwriting.
- Pupils’ mathematical skills are good and the teachers make sure that their lessons are carefully
planned starting from what pupils already know. As they progress through the school pupils
become increasingly better at their recall of number and mental calculation facts.
- Teachers give pupils plenty of opportunities to apply their reading, writing, communication and
mathematics skills to other subjects because they are careful to make links between subjects.
Pupils of all ages are confident in using computers to help in their learning.
|The quality of teaching||is good|
- Teaching is good and at times outstanding. Pupils’ attitudes to learning are good. They
concentrate hard and always try their best.
- Pupils are taught phonics very well. The younger pupils are taught in small groups according to
ability, enabling teachers and teaching assistants to see that in each lesson, pupils read, answer
questions about their reading and spell words and write answers to questions that are at just the
right level to make sure that they learn well.
- In the Early Years Foundation Stage, children’s independent learning activities are very well
connected to the topic theme to help children make links between the different areas of
learning. Particular emphasis is given to developing children’s communication and language
skills. For example, children in Reception rehearsed the telling of a pirate story together. Some
independently used their knowledge of letters and sounds to write what the pirates said in
speech bubbles, while others dressed up as pirates and invented their own pirate stories
together, using the varied props such as swords and treasure that were provided.
- Improved training for staff in mathematics has resulted in teachers having much higher
expectations of what pupils can achieve. For example, in Year 1 pupils in some groups were
independently solving number problems, carefully identifying the numbers and the ‘calculation
language’ in the problems in order to write an appropriate sum. They achieved this successfully
because the teacher had explained very clearly how to do this.
- Occasionally, teachers do not make sure that their learning intention for the lesson is precise, so
their teaching is too generalised and lacks a sharpness to focus pupils on exactly what they are
learning and exactly how to be successful.
- Teaching assistants usually teach pupils one to one and in small groups. Some of these are very
competent in their delivery, making sure that when necessary, skills are taught through short,
sharp activities in order to maintain the concentration of disabled pupils and those who have
special educational needs.
- Following training after the previous inspection, teachers’ assessments are now accurate and
agreed across the school. Pupils’ learning and progress are regularly checked and individual
targets are used well by staff to help pupils to know their next steps for learning.
|The behaviour and safety of pupils||are good|
- Pupils are keen to do well. They share and readily cooperate with each other in lessons and in
the playground. The school is orderly and friendly.
- Behaviour is well managed by staff. The pupils are clear about the rewards and consequences,
which they think are fair. As a result poor behaviour, especially in lessons, is uncommon and
there have been no exclusions.
- Pupils say that bullying is very rare and regular parent and carer surveys undertaken by the
school support this. Pupils know how to keep themselves safe and many aspects of safety, such
as internet safety, are taught regularly. They say they feel safe in school.
- The school has staggered the times when pupils of different ages have playtime and lunchtime
so there is lots of space for pupils to play. Pupils say they enjoy being able to choose to take
part in organised sport and say they have plenty of opportunities to play on the outdoor
equipment, as it is not too crowded.
- Pupils show a respect for people from all backgrounds because different religions and cultures
are promoted in a positive way, including in assemblies. Pupils have good opportunities to
explore right from wrong and teachers see social and cooperative skills as important aspects
within lessons. For example, in the Nursery it was explained to the children that the child chosen
by the teacher to give out the fruit was chosen because he had been particularly kind to
someone and had shared his toys well. Pupils understand that discrimination is not tolerated.
- Attendance has improved significantly and is now average and still improving. The school has
raised pupils’ and parents’ and carers’ understanding of the importance of regular attendance at
school through a system of rewards and by making sure that parents and carers whose children
did not attend regularly enough were held to account, but supported through meetings and with
|The leadership and management||are good|
- The senior leadership team has improved the whole way that the school is led and managed. In
particular, it has improved its monitoring and evaluation to check the effectiveness of teaching
and its system for tracking the progress of all pupils, including all groups of pupils in the school.
This has resulted in all leaders and managers, including the governing body, knowing the
strengths and areas for improvement well.
- All staff and governors are clear about the vision for the school and what is expected of them.
Careful checking of the quality of all aspects of teaching, together with useful feedback to
teachers, makes it clear where improvement is required. Teachers are held to account through
the targets that are set for them to improve and meetings about the progress and achievements
of the pupils they teach.
- Stimulating themes and topics enable teachers to make good links between subjects. Pupils find
many aspects of learning exciting, including the ‘Forest School’ situated in the school’s own
grounds and the many opportunities to take part in trips and out-of-school activities. The school
is inclusive and promotes equal opportunities for all through its strong sense of community.
Tackling discrimination is given a high priority.
- The school works closely with parents and carers and keeps them well informed. It regularly
surveys their opinions about the school and acts on feedback. Parents and carers have become
increasingly involved in their children’s learning through the development of joint homework
tasks and projects.
- The safeguarding of pupils meets the government’s current requirements. The school carries out
the required checks on adults working with pupils and all staff have received appropriate training
to help to keep pupils safe. Significant additional support is put into place by the school for those
pupils who are considered to be vulnerable.
- The local authority has supported the school in some of the improvements in English and
mathematics, which have helped some leaders and managers to check how good the teaching is
more effectively. The school has also received support from other educational consultants.
- The governance of the school:
Governors receive useful and informative reports and presentations to help them know how
well the school is doing when compared to other schools nationally. They also make regular
visits to the school to watch lessons, discuss improvements with subject leaders and talk to
pupils. They make sure that teaching is good enough by asking questions about the
information given to them about the progress of different groups of pupils and by receiving
regular overviews from the headteacher about the lesson observations undertaken by staff.
This information helps the governing body to challenge and support the school in equal
measure. They make sure that decisions about how to use the funds available, such as the
pupil premium, are based on the needs of all the pupils and keep a tight check on spending
once the budget has been set. The performance of the headteacher and staff is well managed.
Governors know how the school rewards good teaching and what it is doing to tackle any
underperformance. Governors make sure that statutory duties are fulfilled, including those
relating to safeguarding, which they monitor regularly.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||104168|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||199|
|Appropriate authority||The governing body|
|Date of previous school inspection||26 January 2011|
|Telephone number||01922 710753|
|Fax number||01922 404365|