Lime Academy Abbotsmede

Lime Academy Abbotsmede

Address: Kingsley Road, Peterborough, Cambridgeshire, PE1 5JS Unique reference number (URN): 144597

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Pupils, including those with special educational needs and/or disabilities (SEND), progress well from their various starting points. Some pupils join the school part way through the year with a limited understanding of English. Staff act quickly to help them catch up. Typically, pupils leave prepared for their next stage of education. Disadvantaged pupils do well in the national tests.

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Achievement Expected standard

Overall, by the end of Year 6, pupils achieve well in writing and mathematics. Improvements to the curriculum have had positive impact. The proportion of pupils who pass the Year 4 multiplication and Year 1 phonics checks have risen and are now above national averages. By the end of key stage 1, pupils have the essential foundations for the next stage. Although the proportion of pupils who reach the expected standard in reading remains below national averages, it is improving rapidly.

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Achievement Expected standard

Pupils know and remember more across the wider curriculum. They confidently recall their learning in subjects such as history and geography.

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Attendance and behaviour Expected standard

Leaders make school a welcoming place where pupils want to attend. They relentlessly prioritise attendance. Leaders' strategic oversight ensures that the attendance of disadvantaged pupils is broadly in line with the national averages. They work closely with individual families and, when necessary, external agencies to overcome barriers. Staff tailor support carefully to each pupil's unique circumstances. As a result, pupils with persistent absence improve their attendance. While leaders successfully work with families to improve attendance rates, some pupils still arrive late, which affects their overall attendance.

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Attendance and behaviour Expected standard

Pupils understand the school rules and behave well. They understand the consequences of their actions. Leaders deal swiftly with any incidents of bullying or derogatory language. Pupils know teachers will help resolve any friendship issues. They are confident teachers will listen and respond to any concerns they place in the worry box. Pupils value this support and recognise how it improves their emotional wellbeing. Pupils develop highly positive attitudes and are self-disciplined in their learning. In the few instances where pupils go off task, they quickly refocus with a gentle reminder. Extra support and clear communication strategies help pupils who might struggle with their emotions to manage their behaviour effectively.

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Curriculum and teaching Expected standard

Leaders have developed a clear and well-planned curriculum. It sets out what pupils will learn as they progress through each subject and year group. Leaders understand what is working well and what they need to improve next. They provide ongoing professional learning for staff to enhance their teaching. Leaders focus on developing pupils' English skills. Staff match daily reading and phonics lessons to pupils’ stage of development. Pupils learn to read fluently as they practise with staff. Staff provide extra help, so pupils keep up with the pace of the reading programme. Pupils enjoy discussing class novels that inspire their own writing. A sharp focus on handwriting and spelling helps pupils write with confidence.

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Curriculum and teaching Expected standard

Typically, teaching is well structured. Teachers give pupils time to practise, check understanding and correct misunderstandings. Teachers recognise the importance of talk and model mathematical vocabulary so that pupils understand new concepts. Generally, teachers adapt learning, for example, by using extra equipment or vocabulary cards effectively.

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Curriculum and teaching Expected standard

Leaders keep a careful watch on pupils' progress. Teachers identify when pupils need to revisit key content to secure new concepts. However, there are some instances of inconsistency in teacher expectations and in how pupils develop their written work across subjects. In these instances, teaching does not always build effectively upon what pupils know and can already do.

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Early years Expected standard

Children in early years are happy and eager to learn. The atmosphere is calm and purposeful. Staff build warm, positive relationships with children. Well-established routines help children gain confidence and independence. Leaders prioritise the development of children's communication and language. Children widen their vocabulary because staff explain the meaning of new words. Songs, rhymes and daily phonics sessions build children's confidence to talk and express themselves. Children enjoy stories and can recall them with ease. Leaders ensure that staff teach phonics well. This is matched to children's stage of development. Together, this helps children secure the foundations for fluent reading in Year 1.

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Early years Expected standard

Teachers support and guide children's learning through play. Children have time to practise new skills, refining their coordination and dexterity as they model play dough or paint. Typically, activities sustain children’s attention and promote curiosity. However, a few require more adult support because tasks are too complex for their stage of development. As a result, staff can spend too long with the same group of children instead of proactively seeking out children who need more support with developing their language. Overall, children are well prepared for Year 1. Leaders ensure that teachers share information about children's development as they move into Year 1. Children receive the support they need to catch up and address any gaps in learning.

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Inclusion Expected standard

Leaders and staff know the local community well and understand the challenges families face. Staff get to know pupils quickly and identify any barriers to learning or wellbeing that pupils may face. Through school, staff use pictures and symbols well so that everyone can socialise and access learning in this diverse school community. This particularly helps pupils who join the school new to English and who speak English as an additional language. Some pupils, including those with special educational needs and/or disabilities (SEND), benefit from learning in a quieter space or in smaller groups. Well-trained staff work effectively with specialists to identify individual needs and agree strategies that meet those needs. The support for pupils with SEND helps them play and learn confidently with their peers. Leaders check pupils' needs regularly and adjust provision swiftly as pupils' needs evolve. Leaders work with other professionals to support pupils who are known, or

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Inclusion Expected standard

previously known, to social care. They make timely decisions to seek additional help for pupils' social and emotional needs.

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Inclusion Expected standard

Leaders use additional funding to improve pupils' academic and personal development. This includes providing wellbeing support and training staff to use consistent oracy approaches in teaching. As a result, pupils confidently explain their thinking and can clearly express their views.

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Leadership and governance Expected standard

Leaders understand the context of the school community. This is reflected in how well they know pupils and the positive changes they have made to the curriculum. Their increased focus on oracy and reading is rapidly improving outcomes. Effective partnerships with other professionals improve the social and emotional wellbeing of pupils.

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Leadership and governance Expected standard

Trustees have a solution focused ethos. They analyse performance data in detail and do not shy away from exploring difficult issues with leaders. This insight informs decision-making in the best interest of pupils, especially those who are disadvantaged and/or vulnerable, for example removing barriers to extra-curriculum clubs by making many free. There have been several changes to leadership over recent years, which has had an impact on the continuity of staff expectations of pupils' learning. Investment in professional learning is strategically addressing this in line with school priorities and resetting these so that there is more consistency in teaching.

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Leadership and governance Expected standard

Leaders work effectively with parents, often using translation tools to improve communication and increase their participation. Planning days help staff feel involved in the strategic direction of the school. Staff benefit from engaging with each other and staff across the trust to support professional learning. Staff, including those in the early stages of their career, feel well supported by the leadership team.

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Personal development and wellbeing Expected standard

Leaders have developed a coherent programme that promotes pupils' personal development effectively. Pupils develop their understanding of a wide range of topics, including healthy relationships, mental health and how to keep safe. They know not to share personal information or befriend people online. Pupils learn about the negative impact of smoking and vaping. This contributes to their understanding of how to keep themselves fit and well. Pupils confidently talk about important values in our society, including democracy, the rule of law and respect, in an age-appropriate way. They recognise and value difference within their diverse community. Pupils are polite and respectful. Pupils play cooperatively, take turns and enjoy the music and games they share at social times. They understand the importance of rules and develop positive social skills. They use their marvellous manners at lunchtime and when they greet visitors. Pupils develop a sense of community through roles

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Personal development and wellbeing Expected standard

such as safeguarding ambassador or membership in the school council. Pupils learn to share ideas, raise concerns and support one another. This creates a deep sense of belonging.

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Personal development and wellbeing Expected standard

Leaders have removed financial barriers to pupils taking part in extra curricular activities by introducing a wider range of free clubs. Opportunities include sports clubs and creative activities, such as dance, drama and singing, which enable pupils to develop their interests and talents. However, leaders' tracking does not identify pupils who do not attend and would benefit from these activities or further widening their experiences.

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Personal development and wellbeing Expected standard

Leaders and staff know pupils well, so they match pastoral support closely to pupils' needs. Pupils who need extra guidance or care receive additional support. They learn how to understand and manage different feelings and emotions. When pupils attend alternative provision, leaders work effectively with other professionals to support their social and emotional needs. This supports continuity in learning, particularly during periods of change.

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What it's like to be a pupil at this school

This welcoming school ensures that pupils feel valued and respected. Staff build warm, trusting relationships with pupils that promote a sense of security and belonging. Familiar routines help pupils settle quickly at the start of the day. Pupils gain confidence and develop positive attitudes to learning. They feel safe here. Pupils know they can talk to staff about any concerns. They use the worry box to share concerns confidentially. Pupils know that staff will address any concerns or worries quickly, including any bullying. Pupils appreciate their class safeguarding ambassador, who helps them when they need support. Pupils, including those who are disadvantaged or vulnerable, value the pastoral support staff provide, which improves their emotional wellbeing.

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What it's like to be a pupil at this school

Pupils enjoy their time in this positive school environment. As a result, pupils’ previously low attendance is improving. Pupils progress well from their various starting points, particularly in writing and mathematics. Pupils in early years and key stage 1 benefit from recent curriculum changes to enhance the teaching of reading. Pupils achieve well in the phonics screening check, and more pupils are reaching expected standards in reading by year 6. Pupils with special educational needs and/or disabilities receive effective tailored support that enables them to socialise and work with their peers.

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What it's like to be a pupil at this school

Pupils understand the school rules and behave consistently well. They play cooperatively and build supportive friendships. Pupils become self-motivated learners and work collaboratively on joint tasks.

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What it's like to be a pupil at this school

Pupils speak positively about the range of clubs available. They develop aspirations for life beyond school through visits to the local university. Pupils learn how to keep themselves safe in modern society, such as not sharing personal information on line, managing road safety and knowing when to speak to trusted adults. Visits to museums, places of worship and the theatre bring the curriculum to life. They give pupils opportunities they would not otherwise have, which broadens their horizons.

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Lead inspector:

Mireille MacRaild, His Majesty's Inspector

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Team inspectors:

Lucy Roberts, Ofsted Inspector Priya Saujani, Ofsted Inspector Nikki Willis, His Majesty's Inspector

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Next steps

Leaders should continue to improve pupils' attendance and punctuality so that all pupils have high attendance, building on existing successes. Leaders should ensure that assessment is informing teaching, so it consistently develops pupils' writing and reading competencies across subjects to build effectively on what pupils already know and can do. Leaders should ensure that staff in early years maximise the opportunities to engage children in high-quality interactions throughout the day, proactively seeking out those who would benefit the most. Leaders should ensure that pupils' wider experiences are tracked routinely, ensuring that opportunities are carefully tailored to the school's context so that these are fully accessible to all pupils.

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About this inspection

This school is part of Lime Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Kirsten Jowett, and overseen by a board of trustees, chaired by Christopher Cole.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher, assistant headteachers, the deputy head teacher, the school special educational needs coordinator, designated safeguarding and behaviour leads, along with the chief executive officer, trustees and members of the trust's school improvement team during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of one alternative provision.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 26.3%

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 57% 62% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (final) 71% 72% Close to average

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average

2023/24 (final) 77% 72% Close to average

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average

2022/23 (final) 70% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 75% 74% Close to average

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average

2022/23 (final) 67% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (final) 58% 47% Close to average

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average

2023/24 (final) 47% 46% Close to average

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average

2022/23 (final) 44% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (final) 62% 63% Close to average

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average

2023/24 (final) 53% 62% Close to average

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average

2022/23 (final) 58% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 65% 59% Close to average

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average

2022/23 (final) 64% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 53% 59% Close to average

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average

2022/23 (final) 64% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 5.7% 5.2% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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