Romsey Abbey Church of England Primary School, located in Romsey, Hampshire, was inspected on 14-15 May 2019 and received an overall effectiveness rating of good. The leadership and management of the school are strong, with the headteacher demonstrating a commitment to high expectations and support for both staff and pupils. This has led to improvements in teaching quality and pupil progress. The governing body is knowledgeable and holds leaders accountable for pupil outcomes and the effective use of additional funding. Disadvantaged pupils and those with special educational needs and disabilities receive good support, enabling them to make significant progress.
The school has effectively utilized professional development and training opportunities to enhance teaching quality. Attendance rates are commendable, particularly among disadvantaged pupils, and leaders monitor absence closely to maintain high attendance levels. A robust safeguarding culture is evident, with the welfare of pupils prioritized by all staff, contributing to a safe environment where pupils feel secure.
Teaching practices are generally effective, with teachers using questioning techniques to encourage critical thinking. However, there are instances where pupils may engage with material they already understand or have to wait for others to catch up. The school promotes pupils' spiritual, moral, social, and cultural development, and the curriculum is broad and balanced, supporting good progress across subjects. The early years provision is outstanding, with children benefiting from exceptional teaching in a stimulating environment, leading to strong progress in all areas of learning.
Subject leaders are well-equipped to monitor teaching quality and pupil progress, and pupils generally exhibit good behavior and enthusiasm for learning. However, there are moments when some pupils may become distracted. To further improve, the school aims to ensure that teachers utilize their knowledge of pupils' abilities to plan precise next steps in learning, particularly in mathematics, and to maintain consistently high expectations for behavior.
The leadership team has worked diligently since the previous inspection to address identified weaknesses, resulting in improved outcomes for pupils. Leaders and governors possess a thorough understanding of the school's strengths and areas needing attention. Staff members report significant improvements since the last inspection and appreciate ongoing professional development that enhances teaching quality.
Governors are dedicated and ambitious for the school, effectively identifying strengths and improvement priorities. They actively engage with leaders to assess the impact of actions taken to enhance teaching and pupil outcomes. The funding for pupils with special educational needs and disadvantaged pupils is targeted effectively, resulting in good progress for these students.
The safeguarding arrangements are effective, with a strong culture of safety embedded throughout the school. Staff are well-trained and vigilant, ensuring that pupils feel safe and valued. Pupils are educated on safety issues, including internet safety and personal safety outside of school.
Teaching quality is good across the school, with strong practices in writing and phonics instruction. Pupils are encouraged to read widely, fostering a culture of reading. In mathematics, while progress is evident, there is a need for teachers to consider pupils' varying starting points to provide appropriate challenges. Overall, pupils make good progress in reading, writing, and mathematics, with strong outcomes at key stages. The early years provision is particularly noteworthy, with children making substantial progress and developing strong relationships with adults. The school is committed to continuous improvement and addressing parental concerns regarding behavior and bullying.
