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Pupils are deeply proud to be 'Hill Toppers'. They explain that they all live together well because they accept and value each other.
Everyone belongs. Pupils are completely confident that their individual needs are understood by staff and peers alike. They feel safe to be themselves and are absolutely sure that all adults will help them if needed.
The school's rules of 'be ready, be respectful, be safe' are understood by all. The youngest children resolve disagreements amicably. Older pupils explain how they accommodate each other with grace.
Pupils lead projects to make the school even better through small changes such as recycling pens and larger projects ...such as refurbishing the library. Those about to leave cheerfully accept that they may not benefit from the improvements they have worked so hard to realise. Instead, they are happy that they have made the school better for others.
Parents are fulsome in their praise. They say that staff 'go the extra mile' to make sure that all pupils feel welcome. Comments such as 'They have the interests of the child and their happiness at heart, which ultimately results in them wanting to learn more and succeeding,' are typical of the many expressed during the inspection.
What does the school do well and what does it need to do better?
The school wants every child to have 'the brightest of beginnings'. This starts right from their earliest days in Reception. There is a plethora of opportunities for families to get to know the staff before their children start full time.
The school gets the right help in place for children's additional needs so that they settle straight away.
Staff have the highest expectations of all. Routines for learning are deeply embedded.
Children know exactly what to do as they get involved in activities independently. For example, they use a range of different media to draw their own sunflowers. Children choose their equipment thoughtfully.
They explain how they make colours. They cooperate with each other extremely well.
The youngest children are completely absorbed in phonics lessons.
They recall their learning with ease. Immediate checks are made on what they know in mathematics and children with special educational needs and/or disabilities (SEND) are supported extremely effectively to build their knowledge well. Children move seamlessly into activities where they practise what they are learning about ways to make '10'.
The curriculum has been carefully crafted. Pupils understand deeply the locality of Ashby and their place in the world beyond. Through tightly sequenced teaching, staff have made sure that in every mixed-age class all pupils build securely on prior knowledge in mathematics.
Teachers make well-thought-through adaptations for pupils with SEND. This means that they can take part alongside their peers.
Pupils' knowledge is rich.
Older pupils' discussions demonstrate how they understand complex abstract concepts. For example, in religious education, pupils understand how some Christians' beliefs about creation incorporate scientific elements, too. Pupils use what they recall about the immune system to help them with scientific enquiry.
They explain that they feel ready for 'new adventures, new learning and new experiences' when they move into a different year group.
The school's values of 'belong, thrive, succeed' are understood by all. Pupils develop an exceptionally strong understanding of fundamental British values.
They can explain how in this country everyone 'has to follow the rules, but you are free to have your own beliefs too.' The personal, social and health education curriculum is extremely detailed and thorough. Pupils revisit learning about how to take a moment to keep calm.
There is a very wide range of clubs and activities. These are provided at different times of the day. All pupils can develop their talents and interests through this offer.
Pupils are keen to come to school every day and attendance is strong. Parents believe that their children are ready for secondary education. They say, 'They were so well prepared when the time came, and I realised the role that the school played in this.'
Pupils have detailed knowledge of the dangers they might face and what they should do.
All staff say that 'children are at the heart' of everything that they are asked to do. They say that judicious decisions are made so that any changes are manageable and do improve the school.
They feel very well supported by leaders. Since joining the multi-academy trust, subject leaders have built supportive networks with other schools. Governors make sure that staff get opportunities to develop professionally.
Staff value this highly. Everyone shares an aspiration to do their best for the school and to serve the local area, too.
