Headteacher: Mr Alex Green
reveal email address
School holidays for Abington Academy via Leicestershire council
665 pupils capacity: 96% full
325 boys 51%
315 girls 49%
Last updated: June 24, 2014
Middle Deemed Secondary — Academy Converter
- Education phase
- Middle Deemed Secondary
- Establishment type
- Academy Converter
- Establishment #
- Open date
- April 1, 2012
- Reason open
- Academy Converter
- OSGB coordinates
- Easting: 460039, Northing: 298497
- GPS coordinates
- Latitude: 52.581, Longitude: -1.1154
- Accepting pupils
- 10—14 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 7, 2014
- Region › Const. › Ward
- East Midlands › Harborough › Wigston All Saints
- Urban > 10k - less sparse
- Main specialism
- Arts (Operational)
- Investor in People
- Committed IiP Status
- Free school meals %
- Trust school
- Is supported by a Trust
- Learning provider ref #
- Abington High School LE182DU
- 0.1 miles Bushloe High School LE182DT
- 0.1 miles South Leicestershire College LE184PH
- 0.1 miles Bushloe High School LE182DT (642 pupils)
- 0.2 miles Little Hill Primary School LE182GZ (355 pupils)
- 0.2 miles Guthlaxton College Wigston LE182DS
- 0.2 miles Wigston Birkett House Community Special School LE182FZ
- 0.2 miles Guthlaxton College Wigston LE182DS (1017 pupils)
- 0.2 miles Wigston Birkett House Community Special School LE182FZ (167 pupils)
- 0.4 miles All Saints Church of England Primary School LE182AH (199 pupils)
- 0.8 miles Fairfield Community Primary School LE184WA
- 0.8 miles The Meadow Community Primary School LE183QZ
- 0.8 miles Fairfield Community Primary School LE184WA (202 pupils)
- 0.8 miles The Meadow Community Primary School LE183QZ (341 pupils)
- 0.9 miles Thythorn Field Community Primary School LE182QU (163 pupils)
- 0.9 miles Water Leys Primary School LE181HG (355 pupils)
- 0.9 miles Parkland Primary School South Wigston LE184TA
- 0.9 miles Parkland Primary School South Wigston LE184TA (492 pupils)
- 1 mile South Wigston High School LE184TA
- 1 mile South Wigston High School LE184TA (728 pupils)
- 1.1 mile Saint John Fisher Catholic Primary School, Wigston, Leicestershire LE183QL
- 1.1 mile Saint John Fisher Catholic Voluntary Academy, Wigston, Leicestershire LE183QL (201 pupils)
- 1.2 mile Glenmere Community Primary School LE183RD
- 1.2 mile Glenmere Community Primary School LE183RD (157 pupils)
Station Road, Wigston, LE18 2DU
|Inspection dates||7–8 May 2014|
|Overall effectiveness||This inspection:||Good||2|
|Previous inspection:||Not previously inspected|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|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
| The academy’s students achieve well, |
Teaching is usually good and sometimes
Behaviour in the academy is outstanding. The
Students feel very safe in the academy and
including those eligible for pupil premium
funding, disabled students and those who
have special educational needs.
relationships between students and members
of staff are excellent. Students are
appreciative of the support they receive,
polite, well-mannered and keen to learn.
the systems to ensure their safety are
| The number of student exclusions is very low. |
School leaders, including governors, are aware
The headteacher is justifiably well-regarded by
of what the academy needs to do to improve
and they have detailed plans to address these
areas. Actions to improve key aspects of
teaching and achievement are already
staff, students and the wider community. He is
devoted to the young people in his care and
this has a direct and positive impact on their
well-being and on the progress they make.
| Teachers do not consistently have high |
The rate of progress made in writing by Year
enough expectations of what students can
achieve, particularly in their written work.
6 students is not fast enough, specifically that
of girls and of the most-able students.
| Teachers’ marking of students’ work is not |
always sufficiently informative. Even when
work is very thoroughly marked, students do
not always respond to it as they should.
Information about this inspection
- Inspectors observed parts of 37 lessons taught by 35 different teachers, including eight joint
observations with senior leaders. Inspectors also visited two tutor periods and an assembly.
- Meetings were held with the headteacher, two deputy headteachers, other senior and middle
leaders, and three members of the governing body, including the Chair of the Governing Body.
- Inspectors spoke with students in meetings as well as informally in lessons.
- Inspectors reviewed a wide range of documentation, including the academy’s evaluation of its
own performance, its development plan, student progress data, attendance and behaviour
records, safeguarding procedures and minutes of governing body meetings.
- Inspectors took account of the 29 responses to the Parent View questionnaire and the 59
responses to the staff questionnaire.
|Ian McNeilly, Lead inspector||Her Majesty’s Inspector|
|Alan Johnson||Additional Inspector|
|Susan Thomas||Additional Inspector|
|Deborah Mosley||Additional Inspector|
Information about this school
- Abington Academy converted to become an academy school on 1st April 2012. When its
predecessor school, Abington High School, was last inspected by Ofsted, it was judged to be
- The academy is an average-sized middle-deemed-secondary school for students aged 10-14. It
is located in Wigston, to the south of Leicester.
- The proportion of students for whom the academy receives pupil premium funding is broadly
average. This additional government funding is for students in care of the local authority, those
known to be eligible for free school meals and children from service families.
- The proportion of disabled students and those who have special educational needs supported
through school action is broadly average; the proportion of students supported through school
action plus or with a statement of special educational needs is slightly above average.
- The academy has specially resourced provision for students with special educational needs. This
provides support for six students with autism.
- The school does not use alternative provision for any students.
- The academy meets the government’s current floor standards, which set the minimum
expectation for students’ attainment and progress by the end of Key Stage 2.
- The headteacher is a National Leader of Education, and the academy is a National Support
School. The academy has several accreditations, including the Inclusion Quality Mark which
recognises the academy’s work on how it cares for and supports its students.
What does the school need to do to improve further?
- Improve teaching by:
ensuring that all teachers have consistently high expectations of what their students can
achieve, particularly in their written work
ensuring that teachers’ marking is always informative, is consistently applied by all staff, and
that students use this guidance to correct their mistakes.
- Increase the rates of progress made in writing by Year 6 students, specifically girls and the
|The achievement of pupils||is good|
- Students enter the academy at the start of Year 6, having spent the first three years of Key
Stage 2 at other schools. They arrive with levels of skill below those expected of them in both
English and mathematics. Despite not reaching the levels of attainment expected of students by
the end of Year 6, the students make good progress during their first year at the academy.
- Year 6 students achieved more highly in reading than in writing in 2012 and 2013. This is also
the case this year. These students’ rates of progress in writing were below those seen in Year 6
in the previous year. The school’s current data show that while low ability students in Year 6 are
achieving particularly highly in writing this year, rates of progress are not high enough for girls
and for more-able students.
- By the time they leave the academy, students achieve well across all year groups and in a wide
range of subjects, and they achieve very well in some instances. The progress made in
mathematics is particularly good, with current students making twice the progress expected of
them in Year 6. In 2013, higher proportions of Year 9 students than seen nationally made or
exceeded the progress expected of them in mathematics.
- In 2013, the proportion of more-able Year 9 students making the progress expected of them in
English was lower than the national average. However, current data show a significant
improvement in this regard.
- Students in receipt of pupil premium funding and Year 7 catch-up funding make good progress.
At the end of Year 6 in 2013, the attainment of these students was two and a half terms behind
their peers in mathematics, and one and a half terms behind in English. By the time students
reach Year 9, the gap has narrowed, particularly in mathematics.
- Disabled students and those who have special educational needs make good progress, both in
Year 6 and by the end of Year 9. This is because of the effective support provided by specialist
teachers and teaching assistants, which ensures these students achieve well.
- The enhanced resource provision for students with autism has a positive effect on those who
benefit from it, particularly on the students’ social skills. This helps them develop positive
attitudes to learning. These students do not spend the majority of their time in the base; they
are expected to attend mainstream lessons for at least half of their time in school. Rates of
attendance of these students, both at the enhanced provision and in the mainstream school, are
|The quality of teaching||is good|
- Teaching is typically good, as reflected by the good progress made by students across year
groups and in most subjects. However, there are significant variations in teaching quality across
the academy and, whilst some is outstanding, a small amount is inadequate.
- Exemplary relationships between teachers and students are evident across the school. Members
of staff genuinely care about the students they work with and the students appreciate this. This
leads to very positive attitudes to learning.
- Students get on very well together, and the best teaching builds on this strength to promote
students’ good progress. In an outstanding English lesson, three groups of more-able students
responded readily when asked to advise their peers on how best to answer an exam question.
- Teachers’ specialist subject knowledge is used to good effect in many subjects. This is
particularly apparent in mathematics, which is taught very well across the academy.
- The best teaching is very well-structured. Tasks are well-chosen and keep students stimulated
and attentive. Questioning is used effectively to provoke thought and clarify understanding. This
was particularly evident in an outstanding science lesson; students responded well to the
challenge posed by the teacher’s questions. As a result, they enjoyed the activities and
understood why they were learning about the topic and its relevance to previous learning. One
student described this staff member as ‘a good teacher who makes you learn and makes you
- Disabled students and those with special educational needs, including those in the enhanced
provision, are very appreciative of the support given to them. This is a strength of the school.
- Teachers do not consistently have high enough expectations of what students can produce in
writing. As a result, literacy skills are not as good as they should be.
- The quality of marking in the academy varies greatly. Even when there is outstanding marking,
for example, in English, it does not always have the positive effect on progress that is intended.
This is because teachers do not sufficiently ensure students take marking comments into
account in their future work.
|The behaviour and safety of pupils||are outstanding|
- The behaviour of students is outstanding. Attitudes to learning are consistently positive across
subjects, year groups and with different staff.
- Outside of lessons, students behave in a manner which is a credit to themselves, to their school
and to their parents. Students were invariably polite, well-mannered and behave with respect
towards adults and each other.
- In a recent survey of parents conducted by the school, only 2% of respondents felt that the
academy did not deal with poor behaviour effectively. A similar level of response was found in
Parent View. All staff who responded to the inspector’s questionnaire agreed that behaviour is
- Although attendance was just below the national average in 2013, there has been an
improvement in overall attendance and a reduction in the number of persistent absentees in
2014. Non-attendance is noted and quickly addressed.
- The academy’s work to keep students safe and secure is outstanding. Students appreciate the
high level of care that is shown to them. They could describe what they should do in the event
of any bullying taking place, though such incidents are very rare. The school has effective
policies in place to address any bullying where it occurs.
- The academy ensures students fully respect the needs, interests and feelings of others, which
contributes to the excellent relationships between staff and students. Some members of staff are
prepared to go beyond their normal duties to develop positive relationships; for example, two
learning support assistants were seen taking part in playground games with Year 6 students at
|The leadership and management||are good|
- The headteacher is an asset of the school. A National Leader of Education, he has a positive
impact both on the academy and also in the wider community through his work with other
schools. He successfully encourages his teachers to share his caring attitude towards children.
- The headteacher has secured good outcomes for the academy’s students; he is aware of what
needs to be done to further improve the school and has plans in place to do so. The academy
has an established, annual cycle of self-evaluation. A comprehensive overview of the school’s
performance has been produced; a separate development plan has been written to address
identified improvements. At the time of the inspection, effective action had already been taken
to improve the achievement of those students eligible for pupil premium in both English and
- The academy has a well-established process for monitoring the quality of its teaching. All leaders
involved in this process are effective at identifying improvement points for individual teachers
and, where necessary, take appropriate action to ensure they improve. In joint lesson
observations conducted during the inspection, senior leaders’ judgements on the quality of
teaching were in line with those of inspectors. The academy’s performance management
procedures are key factors in ensuring that teaching overall is good.
- The headteacher has a high degree of trust in his middle leaders. They therefore feel
empowered to try new things in their own areas of responsibility. This independence has
sometimes led to some unevenness across departments, for example, in the approach to
marking students’ work. Middle leaders are involved in monitoring the quality of teaching in their
own areas. If they or their colleagues have developmental needs, they are encouraged to seek
- Literacy is an area of development for the academy. Two initiatives have been launched
recently: ‘Everyone Reads In Class’, which involves students stopping their normal lessons once
a week and reading for 20 minutes; and ‘Words of the Week’, which sees four new, challenging
words introduced each week in an attempt to extend students’ vocabulary. It is too early to see
the impact of these initiatives, and students’ books clearly indicate that literacy skills continue to
require further development.
- The curriculum is broad, balanced and gives students an opportunity to experience a variety of
subjects. Year 8 students can choose a ‘taster’ of future GCSE options, for example, in Digital
Media or Spanish. Extra-curricular activities are wide-ranging and students appreciate these
opportunities to develop their spiritual, moral, social and cultural understanding. Art and sport
are popular choices. Music is considered a strength by students, with one Year 8 student keen to
tell an inspector how ‘awesome’ it is. Students are encouraged to participate in Holocaust
Memorial and Remembrance Days.
- The academy has a clear strategy for providing independent careers advice and guidance, using
an external provider in conjunction with nearby schools. Students receive GCSE options guidance
through PSHE lessons, assemblies and by individual interviews. Disabled pupils and those with
special educational needs get further support in this regard. Students have the opportunity to
attend introductory sessions, for example at college on courses such as vehicle maintenance and
hair and beauty. Parental engagement is encouraged through evening meetings. Students
consistently express the desire to achieve and to progress to higher education.
- The academy uses their primary school sport funding in a variety of ways, for example,
membership of local sports networks allowing access to specialist coaches; providing places for
pupils in after-school sports clubs; and developing teachers’ skills in teaching sport. Students
value the opportunities available to them such as dance and football for both boys and girls;
sport is a popular choice of activity.
- The governance of the school:
Governors are very supportive and proud of the academy. They are well-organised into
committees, meet frequently and are led by a well-informed and committed chair. The
governors make good use of school and national data to ensure that they know the academy’s
strengths and areas for development. They have rightly identified better marking of books and
the need for an increased challenge for more-able students as areas for development.
Governors have a positive impact on the school and hold senior leaders fully to account for
their decisions. Governors are involved in decisions about the pay progression of teachers and
are prepared to question these proposals to ensure they are merited. They manage the
academy’s finances effectively and know how well the pupil premium is helping eligible pupils
to achieve. Governors ensure safeguarding arrangements do much more than just meet
requirements; consequently, safeguarding in the academy is outstanding.
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||137984|
This inspection was carried out under section 8 of the Education Act 2005. The inspection was
also deemed a section 5 inspection under the same Act.
|Type of school||Middle deemed secondary|
|School category||Academy converter|
|Age range of pupils||10–14|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||643|
|Appropriate authority||The governing body|
|Telephone number||0116 2881228|
|Fax number||0116 2880854|