Abbots Farm Infant School

Abbots Farm Infant School is a small infant school with an on-site pre-school. Following a full section 5 inspection, it is meeting the expected standard across the inspected areas, and safeguarding standards are met. Pupils are proud, happy and safe; behaviour is calm and respectful; attendance is broadly in line with national figures and improving. The school’s inclusive, nurturing culture is a notable strength, with strong relationships with parents and carers and effective support for vulnerable pupils, including those with SEND and disadvantaged pupils. The curriculum is broad, ambitious and logically sequenced, with a strong early focus on reading, writing and mathematics. Early years provision is particularly effective, including the pre-school, and most pupils become confident readers by the end of Year 2. Leaders and governors have a clear vision, an accurate understanding of strengths and priorities, and staff feel well supported. Pupils access a wide range of personal development opportunities, clubs, trips and leadership roles. The main areas for development are consistent: staff do not always address errors in foundational knowledge—such as letter formation, spelling and handwriting—promptly enough, so written work varies in quality. In addition, learning tasks are not always closely matched to pupils’ needs, so some pupils are not sufficiently challenged and opportunities to deepen learning are limited. These are refinement points rather than systemic weaknesses, and the school is well placed to address them given its strong leadership and inclusive practice.

Strengths

• Strong early reading and phonics provision, with most pupils becoming confident, fluent readers by the end of Year 2.
• Prompt identification and effective support for pupils at risk of falling behind.
• Broad, ambitious and logically sequenced curriculum that builds knowledge progressively.
• Secure subject knowledge and effective questioning and explanation in teaching.
• Strong early years provision, including the on-site pre-school, with warm interactions and a clear communication and language focus.
• Highly effective partnerships with parents and carers that reinforce learning at home and school.
• Strong culture of inclusion, with timely and accurate identification of SEND, disadvantaged pupils and those known to social care.
• Effective use of pupil premium and other funding to reduce barriers and widen experiences.
• Calm, purposeful behaviour and respectful, responsible pupils who feel safe and valued.
• Attendance broadly in line with national figures, including for vulnerable groups, and improving over time.
• Clear, ambitious leadership and effective governance that understands strengths and priorities.
• Well-considered personal development programme, including PSHE, British values, safety and enrichment opportunities.
• Staff feel supported, with thoughtful consideration of workload, wellbeing and professional development.
• Pupils take pride in leadership roles and responsibilities, developing confidence and responsibility.

Areas for Improvement

• Staff do not always address errors in foundational knowledge, including letter formation, spelling and handwriting, promptly enough, so written work varies in quality.
• Learning tasks are not consistently well matched to pupils’ needs, meaning some pupils are not sufficiently challenged and opportunities to deepen learning are limited.

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 Abbots Farm Infant School attended 95.2% of sessions (the national figure for primary schools was 94.8%). 11.4% 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, 1.1% of pupils at Abbots Farm Infant 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 Abbots Farm Infant School had 19.2 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 9.7% 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, 13.5% of pupils at Abbots Farm Infant 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 Abbots Farm Infant School received £8,439 and spent £8,356 for each of its 178 pupils. It ended the year with reserves of £6,000 (£31 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).

• Primary Schools
• Secondary Schools

All schools in Rugby · Warwickshire local authority: places and applications

What is Abbots Farm Infant School's Ofsted rating?

The latest Ofsted rating for Abbots Farm Infant School is Expected standard, from an inspection in June 2026.

When was Abbots Farm Infant School last inspected by Ofsted?

Abbots Farm Infant School was last inspected in June 2026.

How many pupils does Abbots Farm Infant School have?

Abbots Farm Infant School has 178 pupils on roll.

What age range does Abbots Farm Infant School cover?

Abbots Farm Infant School for pupils aged 4 to 7.

Where is Abbots Farm Infant School?

Abbots Farm Infant School is at Abbotts Way, Rugby, Warwickshire, CV21 4AP.