Abingdon Primary School

Abingdon Primary School

Address: Abingdon Road, Reddish, Stockport, Cheshire, SK5 7ET Unique reference number (URN): 106074

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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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Attendance and behaviour Expected standard

Leaders have an accurate understanding of pupils' attendance and behaviour. They have high expectations and communicate these consistently to both parents and carers and pupils. Leaders use their detailed analysis of attendance to identify when absence is becoming a concern for individual pupils and groups of pupils. They act promptly and support pupils and families to reduce barriers to attendance. As a result, pupils attend well. Attendance has improved to around the national average. This is consistent across all groups of pupils, including disadvantaged pupils and those with special educational needs and/or disabilities. Attendance continues to improve and levels of persistent absence have fallen sharply.

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Attendance and behaviour Expected standard

Pupils generally behave well and have a positive attitude to learning. They understand and follow the school’s well-established routines. They move around the school sensibly, speak politely and play well together. Leaders promote an approach that is based on positive relationships. Staff understand this and apply it fairly and consistently across the school. They skilfully help pupils to manage their emotions and remain settled. Staff work effectively as a team and deal with any low-level behaviour quickly. Pupils can sometimes use unkind words to each other. However, leaders manage any incidents of bullying or harassment quickly and effectively.

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Early years Expected standard

Leaders prioritise giving children a positive start to their school life. They are knowledgeable about the early years and use this understanding to make improvements where needed. For example, leaders emphasise the teaching of key vocabulary. Staff interact with children consistently well to support children's language development. As a result, children are able to communicate with increasing confidence.

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Early years Expected standard

Leaders provide a well-organised curriculum. They identify the important knowledge that children need to support their future learning. Staff teach phonics and early writing skills consistently well. This means that children begin to read with accuracy and form their letters correctly. Children’s understanding of early number and mathematical vocabulary is typically secure.

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Early years Expected standard

Leaders ensure that care practices are suitable for the age of the children. Children are safe and happy. They have positive relationships with the staff team and behave well. Leaders follow the progress of each child closely and act quickly to close any gaps in their knowledge. Staff adapt learning and provide extra help when needed. As a result, children are well prepared for the transition into Year 1. This includes disadvantaged children and those with special educational needs and/or disabilities, who make positive progress from their starting points.

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Inclusion Expected standard

Leaders ensure that staff understand the barriers to learning that some pupils face. Staff gather information from pupils’ previous settings. They work closely with parents and carers and seek the advice of specialist services when needed. This means that staff are able to quickly identify and reduce barriers to learning when pupils arrive at the school.

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Inclusion Expected standard

Leaders have high expectations. They use the pupil premium grant to support disadvantaged pupils effectively. For example, staff provide extra reading sessions for some pupils. As a result, pupils develop fluency and become more confident readers. Leaders ensure that pupils receive effective care and support for their wellbeing. This reduces barriers to attendance and supports settled, positive behaviour in school. Leaders work with a range of services to support vulnerable pupils, including those pupils known to social care.

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Inclusion Expected standard

Leaders ensure that staff consistently meet the needs of pupils with special educational needs and/or disabilities. For some pupils, teachers adapt resources and break down learning into manageable steps. Some pupils have learning programmes designed specifically to meet their individual needs. Teachers follow each pupil’s progress closely and respond quickly to any emerging or changing needs. As a result, these pupils typically make positive progress from their starting points.

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Personal development and wellbeing Expected standard

Leaders understand the context of their school well and prioritise the personal development and wellbeing of pupils. They provide a well-organised curriculum supported by a wide range of experiences designed to prepare pupils for life beyond school. Pupils start the week with activities that teach quiet reflection and get them ready for learning. Pupils learn to consider the consequences of their actions. Staff help them to make amends when they need to.

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Personal development and wellbeing Expected standard

Leaders provide regular outdoor learning across the school, and older pupils attend a residential trip. Pupils learn musical instruments and have the opportunity to perform in special assemblies and shows. These activities help pupils to learn teamwork and develop their resilience when facing new challenges.

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Personal development and wellbeing Expected standard

Pupils understand fundamental British values such as democracy, respect and tolerance. For example, they learn about different faiths and issues such as discrimination. Pupils learn about charity and fundraise for local causes. Leaders ensure that all pupils have access to extensive pastoral support when they need it. For example, pupils understand the importance of respect within healthy relationships. They learn about the importance of friendship and understand how their bodies change as they get older. Pupils recognise their emotions and understand the role of exercise in promoting positive mental health. This support helps pupils’ wellbeing, attendance and behaviour.

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Personal development and wellbeing Expected standard

Pupils learn how to keep safe online. They understand the dangers of sharing personal information. They also learn how to keep safe in the local community. For example, they learn road safety and understand the dangers associated with railway lines. Leaders work with a local company to ensure that pupils have an understanding of money and financial management from an early age.

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Needs attention

Leaders use additional funding, such as the pupil premium grant, to ensure that every pupil has equal access to the full personal development offer.

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Achievement Needs attention

Pupils do not typically secure the important knowledge and skills they need to be prepared well for the next stage in their education. In mathematics, pupils have gaps in their understanding. As a result, their attainment is consistently below the expected standard. This is reflected in the Year 4 multiplication tables check and national tests for pupils at the end of Year 6. This includes disadvantaged pupils, who do not perform as well as disadvantaged pupils nationally.

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Achievement Needs attention

Pupils’ phonics knowledge is typically secure and in line with the national average. They use this knowledge to read with increasing accuracy. Pupils generally develop the handwriting skills they need to write with increasing fluency across the curriculum. In some subjects, such as history, geography and science, pupils typically have a secure understanding of the curriculum. Pupils with special educational needs and/or disabilities make progress from their individual starting points.

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Curriculum and teaching Needs attention

Leaders understand the quality of curriculum and teaching across the school. However, there are times when they have not acted quickly enough or their actions have not brought about the improvements needed. This is the case in mathematics, where the quality of teaching is not consistent. Leaders do not ensure that pupils secure the important mathematical knowledge they need to progress successfully through the curriculum.

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Curriculum and teaching Needs attention

Leaders’ actions have led to an improvement in the teaching of phonics. Staff teach this consistently well across the school. In the early stages of writing, staff teach pupils how to develop a comfortable pencil grip and how to form letters correctly.

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Curriculum and teaching Needs attention

Leaders provide a well-organised curriculum that clearly identifies what pupils will learn at each stage. For example, in science and geography, the curriculum builds on previous learning and develops knowledge over time. Leaders enrich the curriculum through a range of experiences. For example, museum visits help teachers bring the history curriculum to life. Leaders ensure that staff have the expertise to meet the needs of pupils with special educational needs and/or disabilities. Teachers adapt lessons in a way that allows pupils to learn independently when appropriate. They also ensure that pupils receive extra support when they need it.

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Leadership and governance Needs attention

Leaders, including those responsible for governance, understand the school’s strengths. They take action when improvement is necessary. However, they do not always act quickly enough. Their actions sometimes lack precision and do not have the intended impact. As a result, some pupils do not develop the knowledge and skills they need to achieve well in some areas of the curriculum. In contrast, leaders’ actions to improve pupils' attendance and phonics have been deliberate and focused. These areas of the school’s work have seen sustained improvement over time.

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Leadership and governance Needs attention

Governors understand and fulfil their statutory safeguarding duties. They ensure that additional funding, such as the pupil premium grant, is used effectively to support the pastoral and attendance needs of disadvantaged pupils. Leaders consider staff's workload carefully. For example, they schedule meetings and training thoughtfully so that staff have sufficient time to complete their work. Leaders prioritise staff's wellbeing and ensure that support is available when needed.

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Leadership and governance Needs attention

Leaders provide a programme of professional learning for all staff. They give staff time to work together and apply the evidence-informed approaches to their work. Leaders ensure that staff develop expertise to reduce and respond to incidents of challenging behaviour effectively. Leaders support staff to achieve national qualifications. Teachers work with colleagues from other schools to strengthen their leadership.

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Leadership and governance Needs attention

Leaders and governors build positive relationships with parents and carers. They provide regular opportunities for parents to visit school, join in with reading sessions and celebrate their children’s achievements.

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

Pupils have positive relationships with staff and are greeted warmly each morning. Some pupils receive extra help at the start of the day. This helps them to settle quickly and be ready for lessons. Pupils are treated with kindness and they learn to communicate respectfully. They make friends and get on well with each other. Pupils know who to speak to if they need support.

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

Pupils are happy at this school and generally engage well with their lessons. They enjoy learning across the curriculum. For example, they are knowledgeable about the Ancient Greeks and the Egyptians. Pupils enjoy outdoor learning and exploring the community. For example, their visit to an air raid shelter helped them to understand what it was like in their local area during the Second World War. Pupils quickly develop early reading and writing skills. However, some pupils do not develop the mathematical knowledge they need to achieve well. Their attainment in published tests is typically below the national average. This means that they are not as well prepared for the next stage of their education as they should be.

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

Pupils with special educational needs and/or disabilities are supported well in lessons and during social times. This reduces any barriers to learning and helps them manage their emotions throughout the school day. Pupils behave well. Incidents of bullying are dealt with quickly and effectively. Pupils are safe and attend well.

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

Pupils benefit from a broad range of activities. They enhance their knowledge and skills in clubs such as art and science. Gardening, cookery and chess clubs help to broaden their

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Team inspectors:

Mike Tonge, Ofsted Inspector Sarah Greer, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place. interests. Pupils represent the school in sporting events such as netball, tennis, athletics and cross-country running. Pupils are involved in many aspects of school life. Roles such as reading ambassadors, sports leaders and school councillors help pupils to learn about the importance of responsibility and leadership.

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Next steps

Leaders should ensure that mathematics is taught effectively so that pupils secure the knowledge they need to be well prepared for the next stage of their education. Leaders, including governors, should ensure that when an aspect of the school’s provision falls short of the expected standard, this is dealt with quickly to drive rapid improvement where needed.

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About this inspection

The chair of the board of governors in this school is Sarah Beckingham.

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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 (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders, governors, staff and pupils in the school during the inspection. Inspectors also spoke with parents and carers at the start of the school day.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Headteacher: Samantha Spendlow The inspector(s) used this data during the full inspection on 23 June 2026

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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 6 years.

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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 needs support 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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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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Disadvantaged pupils reaching the expected standard in reading

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

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national average

2023/24 (final) 57% 62% Close to average

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national average

2022/23 (final) 55% 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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Disadvantaged pupils reaching the expected standard in mathematics

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

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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) 5.3% 5.2% Close to average

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national average

2022/23 (3 term) 6.5% 5.9% 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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national average

2024/25 (3 term) 14.4% 13.0% Close to average

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national average

2022/23 (3 term) 17.6% 16.2% Close to average

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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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