|Name||Ashcott Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||26 March 2019|
|Address||Ridgeway, Ashcott, Bridgwater, Somerset, TA7 9PP|
|Religious Character||Does not apply|
|Number of Pupils||117 (50% boys 50% girls)|
|Number of Pupils per Teacher||23|
|Percentage Free School Meals||6.8%|
|Percentage English is Not First Language||5.1%|
|Pupils with SEN Support||9.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Ashcott Primary School is smaller than the average-sized primary school. Pupils are taught in mixed-age classes. The large majority of the pupils are of White British heritage. The proportion of disadvantaged pupils supported by the pupil premium is below average. The proportion of pupils with SEND is below average.
Summary of key findings for parents and pupils
This is a good school Leaders reacted swiftly to address the findings from the previous inspection. They identified what needed to be done and set about rapidly improving the school. Senior leaders monitor teaching and pupils’ progress carefully. From this, they set clear, focused and relevant improvement plans. Determined actions by leaders, including subject leaders, mean that most current pupils are now making good progress across a range of subjects. The governing body is ambitious for the school. Governors have a good understanding of the school and use first-hand information to hold leaders to account. A strong culture of safeguarding exists throughout the school. Procedures for keeping pupils safe are secure and clear. Teachers’ subject knowledge and their effective use of questioning ensure that pupils are challenged to think about their learning. Leaders take effective action to improve attendance. Teaching assistants contribute positively to pupils’ progress. Pupils’ behaviour is good. They are polite, courteous and respectful. Pupils have a wide range of exciting and engaging learning and leadership opportunities that stimulate their interest. The curriculum is broad and balanced and contributes to the good progress that pupils make. Support for pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils is effective. Robust assessment systems provide accurate information about pupils’ attainment in reading and mathematics. Assessment in writing, especially of pupils’ grammar and spelling skills, lacks the same level of precision, so pupils do not always write as well as they should. In mathematics, teachers do not routinely set work that challenges the most able pupils. In early years, children get off to a good start because teachers provide a stimulating and structured learning environment. Some middle-prior-attaining children do not make the progress of which they are capable.