Abbotts Ann Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

A strong inclusive ethos is at the heart of this school. Pupils enjoy coming to school.

The school is committed to serving and welcoming all pupils and their families. The care given to pupils by staff show the school's values of compassion, curiosity and courage well. Pupils embrace these values.

They help them to make the right choices, meeting the school's high expectations and behaving well.The school is ambitious for pupils to do their best academically. It meets the needs of pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils effectively.

Staff think carefully about how to make every day successful for every pupil. ...As a result, pupils achieve well.Pupils are polite, well mannered and respectful.

At social times, pupils eat and play sensibly with their friends. The school provides a varied set of experiences for pupils. Pupils benefit from leadership opportunities, such as being part of the 'eco team' or school councillors.

Through these roles, pupils take responsibility and learn more about the world around them. For example, the 'eco team' worked with a local water company to develop awareness across the school about the importance of conserving water.

What does the school do well and what does it need to do better?

Since the last inspection, the school has worked hard to develop a broader and more balanced curriculum.

In all subjects, the school has created a curriculum that ensures that pupils learn the most important knowledge. It is well sequenced from the early years to Year 6.Staff display sound subject knowledge and explain new ideas clearly.

They make precise adaptations to learning for pupils with SEND. They access the curriculum successfully, and staff support them well to think independently. This leads to these pupils achieving well.

In most subjects, staff check on pupils' learning in lessons effectively. This helps them to identify and address pupils' mistakes. However, in some wider curriculum subjects, teachers do not routinely check what pupils have remembered.

As a result, pupils do not achieve as well as they could in these subjects.Reading is prioritised highly. Staff are adept in helping any pupil who need extra support.'

Catch-up' activities give pupils the valuable practice they need. Pupils learn to become fluent and confident readers, enjoying a range of fiction and non-fiction books. The school now ensures that staff show pupils how to use their reading knowledge in their writing.

This work starts in the early years. Pupils across the school develop their language skills and have an enthusiasm for writing. As a result, pupils become increasingly accurate and confident writers.

Pupils understand the behaviour that is expected of them, so they are ready to learn. This starts in the early years where routines are established, explained by staff and practised by children regularly. Most pupils work hard in lessons because they want to learn.

When their learning is disrupted by the behaviour of others, staff manage this well. The school has a calm and reassuring approach to support pupils who sometimes find it hard to manage their behaviour. Well-trained staff ensure that pupils can recognise and reflect on their feelings and the impact of their behaviour on themselves and others.

There is a warm and happy atmosphere. The school checks pupils' attendance rigorously. When attendance dips, it acts swiftly and effectively to address this.

The school's approach to supporting pupils' personal development is well considered. Children enjoy a wide range of experiences that develop their understanding of the world around them. For example, pupils visit places of worship, such as a local Hindu temple.

They benefit from visits from people such as Paralympians and fire safety officers. These opportunities help to deepen pupils' understanding of safety cultures and difference. Pupils have many chances to develop talents and interests, such as learning a musical instrument and taking part in sporting events.

The school ensures that many different pupils get to participate in these opportunities. For example, pupils learn the ukulele from years 1 to 6. Pupils display a strong understanding of the importance of being physically healthy and ways in which they can do so.

Leaders are highly ambitious for all pupils, staff and the community that they serve. A well-structured programme of training supports teaching. The school considers staff's workload and well-being well.

The governing board fulfil their statutory duties effectively and have an accurate understanding of the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

• In some subjects, the school does not check effectively how well pupils have understood what has been taught before moving them on to more complex learning.

This means that pupils' misconceptions or gaps in knowledge can go unnoticed. Some pupils do not achieve as well as they could in these subjects. The school should ensure that systems are in place to check pupils' understanding and address any misconceptions, so they can build and connect knowledge over time.

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