Abingdon Primary School

Abingdon Primary School is a school where pupils are happy, safe and well supported. Safeguarding standards are met, attendance has improved to around the national average, and persistent absence has fallen sharply. Pupils generally behave well, early years provision gives children a positive start, and inclusion is a strength: staff identify barriers quickly, meet the needs of pupils with special educational needs and/or disabilities, and use the pupil premium grant effectively to support disadvantaged pupils. Personal development is broad, with outdoor learning, music, clubs, pastoral support and opportunities to learn about safety, British values and healthy relationships. However, academic achievement is a significant concern. Attainment in mathematics is consistently below the expected standard, including in the Year 4 multiplication tables check and Year 6 national tests, and pupils have gaps in their mathematical understanding. Disadvantaged pupils perform well below disadvantaged pupils nationally across reading, writing and mathematics. The quality of mathematics teaching is inconsistent, and leaders have not always acted quickly or precisely enough to bring about necessary improvements. Leadership and governance are also areas of concern because some improvement actions lack impact, although attendance and phonics have improved well. Next steps are for leaders to ensure mathematics is taught effectively so pupils are better prepared for the next stage of education, and for leaders and governors to act quickly when provision falls short. Overall, the school has many strengths in care, behaviour, attendance and personal development, but academic achievement—particularly in mathematics and for disadvantaged pupils—remains the main area for improvement.

Strengths

• Safeguarding standards are met, with an open culture where concerns are actively identified and managed.
• Pupils are happy, safe and attend well; attendance has improved to around the national average.
• Persistent absence has fallen sharply.
• Pupils generally behave well and have positive attitudes to learning.
• Staff build positive relationships and manage low-level behaviour quickly and consistently.
• Bullying and harassment are dealt with quickly and effectively.
• Early years provision gives children a positive start and supports language development well.
• Phonics and early writing are taught consistently well.
• Children are well prepared for transition into Year 1, including disadvantaged children and those with SEND.
• Inclusion is effective: staff identify barriers quickly and meet the needs of pupils with SEND.
• The pupil premium grant is used effectively to support disadvantaged pupils, for example through extra reading sessions.
• Pupils with SEND typically make positive progress from their starting points.
• Personal development is broad, with outdoor learning, residential trips, music, clubs and pastoral support.
• Pupils learn about British values, safety, healthy relationships and financial management.
• The curriculum is well organised in several subjects, such as history, geography and science.
• Leaders consider staff workload and wellbeing and provide professional learning.
• Governors fulfil statutory safeguarding duties and build positive relationships with parents.

Areas for Improvement

• Pupils do not typically secure the important knowledge and skills needed to be well prepared for the next stage of education.
• Mathematics attainment is consistently below the expected standard, including in the Year 4 multiplication tables check and Year 6 national tests.
• Pupils have gaps in their mathematical understanding.
• Disadvantaged pupils do not perform as well as disadvantaged pupils nationally, with large gaps in reading, writing and mathematics.
• The quality of mathematics teaching is not consistent.
• Leaders do not ensure pupils secure the important mathematical knowledge they need to progress successfully through the curriculum.
• Leaders have not always acted quickly enough or precisely enough to bring about necessary improvements.
• Some improvement actions lack precision and do not have the intended impact.
• Some pupils do not develop the knowledge and skills they need to achieve well in some areas of the curriculum.
• Leaders should ensure mathematics is taught effectively so pupils are better prepared for the next stage.
• Leaders and governors should ensure that when provision falls short of the expected standard, it is dealt with quickly to drive rapid improvement.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Abingdon Primary School attended 94.7% of sessions (the national figure for primary schools was 94.8%). 14.4% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 1.2% of pupils at Abingdon Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Abingdon Primary School had 18.6 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 22.7% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 24.7% of pupils at Abingdon Primary School were on SEN support (nationally 15.4%) and 3.9% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Abingdon Primary School received £8,671 and spent £8,810 for each of its 231 pupils. It ended the year with reserves of £32,000 (£139 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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What is Abingdon Primary School's Ofsted rating?

The latest Ofsted rating for Abingdon Primary School is Needs attention, from an inspection in September 2026.

When was Abingdon Primary School last inspected by Ofsted?

Abingdon Primary School was last inspected in September 2026.

How many pupils does Abingdon Primary School have?

Abingdon Primary School has 231 pupils on roll.

What age range does Abingdon Primary School cover?

Abingdon Primary School for pupils aged 4 to 11.

What are Abingdon Primary School's SATs (KS2) results?

In 2025, 39% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Abingdon Primary School?

Abingdon Primary School is at Abingdon Road, Reddish, Stockport, Cheshire, SK5 7ET.