Abbotts Ann Church of England Primary School

Inspection of Abbotts Ann Church of England Primary School Duck Street, Abbotts Ann, Andover, Hampshire SP11 7FE

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 3 and 4 June 2025

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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.

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What is it like to attend this school?

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.

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What is it like to attend this school?

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.

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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.

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

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.

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

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.

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

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 3 and 4 June 2025

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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.

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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.

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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.

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Safeguarding

The arrangements for safeguarding are effective.

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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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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.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school. 3 and 4 June 2025

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In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 3 and 4 June 2025

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School details

Appropriate authority The governing body

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School details

Co-headteachers Claire Vignaux and Jackie Stephenson

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School details

Date of previous inspection 3 March 2020, under section 8 of the Education Act 2005

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Information about this school

 The school uses no alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 3 and 4 June 2025

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 Inspectors met with senior leaders, staff and pupils. The lead inspector also met with representatives of the school’s governing board and a representative of the local authority.  Inspectors carried out deep dives in these subjects: reading, mathematics, physical education and geography. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors considered the responses to Ofsted’s online survey, Ofsted Parent View, including the free-text comments. They also took account of the responses to Ofsted’s surveys for staff and gathered the views of staff and pupils throughout the inspection.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the

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extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors reviewed a range of the school’s documentation, including leaders’ plans for improving the school, minutes from governing board meetings, records of attendance and behaviour incidents.

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Inspection team

Neil Pilsworth, lead inspector His Majesty’s Inspector

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Inspection team

Andrew Foster Ofsted Inspector 3 and 4 June 2025

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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.

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