Abacus Primary School

Inspection of a good school: Abacus Primary School Tresco Way, The Wick, Wickford, Essex SS12 9GJ

p.1

Outcome

Abacus Primary School continues to be a good school.

p.1

What is it like to attend this school?

Pupils are proud of their school and enjoy learning. They are polite and well mannered. They become increasingly confident and resilient. Pupils celebrate the differences between themselves and others at Abacus Primary and see these as a real strength.

p.1

What is it like to attend this school?

Pupils have frequent opportunities to develop their interests and character. There are many ways in which they can develop leadership skills, such as being well-being ambassadors. They take part in visits to meet famous authors, they raise funds for local charities and read to members of the local community suffering with dementia. These experiences prepare pupils to be good citizens.

p.1

What is it like to attend this school?

Although bullying is rare, pupils know how to turn to adults for help. Adults keep pupils safe in school and support them if they have worries or issues. There are well-being clubs in the morning for pupils to attend. Visitors speak to pupils about how to keep themselves safe online.

p.1

What is it like to attend this school?

Pupils work hard in class and do their best. They achieve well and enjoy their time in school.

p.1

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

Leaders have put in place a well-designed and ambitious curriculum. The curriculum is well ordered to take account of what pupils need to learn. It is broken down into small steps that build on pupils’ knowledge. Opportunities for pupils to use what they learn and make links between topics and across subjects help pupils remember more. Additionally, it deepens their understanding of what they know and can apply to new learning.

p.1

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

Children make a strong start to learning in early years because leaders understand the importance of this stage in providing a secure base for future learning. Leaders plan learning carefully, especially in core aspects such as communication, language and 8 and 9 March 2023 number. This ensures that children are developing basic skills on which to base more complex learning in other areas of the curriculum.

p.1

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

Leaders value reading very highly. They understand that pupils need to be able to read to successfully access the rest of the curriculum. The reading curriculum is well planned. As a result, pupils become increasingly enthusiastic, fluent and accurate readers. Leaders have chosen a broad and relevant range of texts that pupils find interesting. Leaders plan additional support for weaker readers carefully. Pupils’ needs are identified accurately. Well-trained staff support them to read confidently. This ensures that pupils achieve well both in reading and, subsequently, in other areas of the curriculum.

p.2

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

In some subjects, staff are not fully confident and secure in their subject knowledge and their understanding of how the curriculum can be implemented effectively. The checking of what pupils know is not routinely carried out well enough to accurately identify gaps in knowledge. This means teachers are not able to plan teaching that ensures that gaps in pupils’ knowledge and understanding are addressed before pupils move on to new learning. Leaders have prioritised improving the curriculum and focusing on the achievement of pupils in English and mathematics. Other subject leaders do not have sufficient opportunities to develop the knowledge of staff. Asa result, in some subjects, pupils do not learn as well as they do in English and mathematics.

p.2

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

At Abacus, leaders and staff value all pupils highly and are determined that all are cared for, have a full range of opportunities, and are given the specific support they need to do well. Leaders have trained staff to make adaptations to activities so pupils with SEND access the same curriculum as others. Pupils with SEND enjoy school, achieve well and become more confident. Leaders are working hard to involve parents more fully in making and reviewing plans.

p.2

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

Pupils behave well in lessons and in their social time. Leaders have worked closely with staff to ensure that any issues are dealt with quickly and consistently. Staff reward good behaviour and when pupils behave less well, they work closely with pupils on ways to improve their behaviour. As a result, pupils know what is expected of them, and they rarely disrupt learning.

p.2

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

Leaders are determined that pupils become tolerant and active citizens. The curriculum includes opportunities for pupils to learn about democracy both in lessons and through elections for the school council. There are many clubs before, during and after the school day. Pupils of all abilities take part in sporting competitions and festivals.

p.2

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

Staff at Abacus feel valued and supported. Leaders care about their well-being.

p.2

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

Governors are active in providing support and challenge to leaders. They are ambitious for the school to succeed and carry out checks on teaching, learning and safeguarding in school.

p.2

Safeguarding

The arrangements for safeguarding are effective. 8 and 9 March 2023 The school’s safeguarding team swiftly identifies pupils who are at risk. They work with local services to ensure that they are safe. Issues in the local community and school are identified and monitored. Safeguarding leaders know the needs of pupils and provide them with advice and support.

p.2

Safeguarding

Leaders ensure that checks are made on staff to ensure that they are suitable to work with pupils. Staff are well trained and know how to keep pupils safe in school.

p.3

Safeguarding

Pupils learn about how to keep themselves safe and about healthy relationships. As a result, they know how to identify dangers and where to seek help.

p.3

(Information for the school and appropriate authority)

 Leaders have given priority to developing English and mathematics in the curriculum. Subject leaders in other subjects are not always given enough opportunity to develop teachers’ subject knowledge and skills. As a result, the curriculum in these areas is not as well developed. Leaders need to ensure that opportunities to improve teachers’ knowledge and skills through training and monitoring are identified, planned and provided.

p.3

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the first ungraded inspection since we judged the school to be good in November 2016.

p.3

How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 8 and 9 March 2023

p.3

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 8 and 9 March 2023

p.4

School details

Inspection number 10211030 Type of school Primary

p.5

form

Appropriate authority The governing body

p.5

form

Dates of previous inspection 23 and 24 November 2016, under section 8 of the Education Act 2005

p.5

Information about this school

 The school does not use any alternative providers.

p.5

Information about this inspection

 This was the first routine inspection the school received since the COVID 19 pandemic began. The inspector discussed the impact of the pandemic with school leaders and has taken that into account in his evaluation of the school.  The inspector held meetings with the headteacher, senior leaders, subject leaders, and the special educational needs and/or disabilities coordinator.  Deep dives were carried out in three subjects: early reading, mathematics and physical education. For each deep dive, the inspector met with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. He visited the library and heard pupils read. 8 and 9 March 2023  Members of the school governing body and a representative of the local authority met with the inspector.  The inspector observed pupils’ behaviour in lessons and at other times around school.

p.5

Information about this inspection

He met with groups of pupils. The inspector considered responses to Ofsted’s questionnaires for parents, pupils and staff.  The inspector met with leaders and reviewed school documents relating to safeguarding, behaviour and attendance.  The inspector held a series of meetings with leaders and pupils to discuss the school’s safeguarding arrangements. He scrutinised a range of records relating to safeguarding, behaviour and attendance.  The views of staff, pupils, parents and carers were considered through discussions during the inspection and responses to Ofsted’s online surveys.

p.6

Inspection team

Steve Woodley, lead inspector His Majesty’s Inspector 8 and 9 March 2023 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.6

Inspection team

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection team

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection team

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7