Ashby Hastings Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Ashby Hastings is a happy and inclusive school where everyone is made to feel welcome. The school prides itself on its strong community ethos.

Pupils are proud members of this caring school. They enjoy strong, positive relationships with their teachers and with each other.

Parents and carers appreciate the commitment from staff and the friendships their children develop.

Reflecting the views of many, one parent commented: 'I would recommend this school a million times over! I feel privileged to be a part of it.'

Pupils eagerly apply for roles and responsibilities through the 'Ashby Hastings job centre.' The 'classroom greeters' proudly tell visitors... about the learning that is happening in their classrooms.

The 'house point leaders' share their team's successes. They know that winning will mean rewards, such as teddy bears' picnics, discos and movies with popcorn.

The school rules of 'be safe, be kind, be your best' are well understood.

Pupils were inspired to write these rules after sharing a book where the key characters created their own rules to promote social cohesion and harmony.

Pupils are confident, polite and curious. This is a key focus for the school.

It wants to ensure that all pupils are self-assured, poised and ready to enjoy learning.

What does the school do well and what does it need to do better?

Despite not having all primary-aged classes currently, the school has considered what pupils will need to know by the end of Year 6. The foundation for this curriculum starts in the early years.

For the mixed-aged class, the school has carefully constructed opportunities to ensure that these pupils receive a curriculum that is as equally ambitious as the single-aged classes. This paves the way for their next stage in learning. This is particularly successful in subjects such as mathematics.

In the wider curriculum, the school continues to make checks on how well all subjects are being implemented. Occasionally, the activities pupils are given to complete are not as well matched to the school's planned curriculum as they could be. When this occurs, learning slows.

The school and the trust are working together to ensure that the curriculum is consistently implemented at all times.

Every opportunity is taken to ensure that pupils read across the whole curriculum. Pupils fondly talk about books they have shared, re-read and enjoyed.

Parents relish coming into school to be their child's weekly 'reading buddy'. Pupils eagerly recite memorised poems about British values or about 'how donkeys bray'. In the early years, children share books that develop their understanding of time and changes within their lifetime.

This helps them to develop early historical concepts.

The school's early reading programme enables most pupils to learn to read precisely. Where a few pupils struggle to sound out words, precise support is put in place to help them to catch up.

This includes for pupils with special educational needs and/or disabilities (SEND). Adults know exactly how to support pupils with the small steps of learning to read.

Any barriers to learning that pupils with SEND may face are carefully considered.

Teachers break down the key knowledge from the school's curriculum for pupils with SEND into smaller, manageable chunks. Where needed, adaptations are made to the physical environment. All pupils with SEND access clubs and activities.

Children in the early years learn the routines and access the resources and the environment with independence and confidence. The school has prioritised communication and language in its early years curriculum. There is a clear focus on ensuring children develop their confidence in writing right from the very start.

This has had a positive impact for the children as they progress into Year 1.

The school has worked hard to ensure families understand the importance of pupils' attendance and being punctual. A few families continue to be supported to meet the school's ambitions for coming to school every day and arriving on time.

Pupils have a strong sense of equity, equality and fairness. They enjoy learning about different groups in society and they understand how everyone should be treated with respect. All pupils are taught how to regulate their emotions.

They associate being ready to learn and feeling emotionally regulated as being in the 'green'. This helps adults identify pupils who may need more support with their mental health. Pupils know that should they have any worries or concerns, these need to be shared.

They enjoy their visits within their local community, including laying wreaths for remembrance events and singing at the nearby residential home.

Trustees, and the school governors, use their detailed knowledge of the school to ask supportive and challenging questions. Staff told inspectors that they felt 'trusted and respected' as professionals.

They appreciate the actions taken by the school and trust to support their well-being. Morale in school is high.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally, the activities that pupils are given to complete are not precisely matched to the school's planned curriculum. In these subjects, pupils' knowledge is not as secure as it could be. As the school continues to grow, it needs to ensure that its systems, policies and procedures for the whole curriculum are fully embedded and followed consistently.

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