Ashmole Primary School

Highlights from Latest Inspection

Outcome

Ashmole Primary School continues to be an outstanding school.

What is it like to attend this school?

Pupils take pride in this happy, vibrant and exceptional school. Pupils talk with excitement and interest about their learning. Leaders and staff have created a culture of respect and kindness where everyone feels included.

All pupils achieve well, and this is because ambition and inclusion are at the heart of the school's ethos.

Staff seek out exciting opportunities to enrich pupils' learning and wider personal development. Pupils talked enthusiastically about the motivating range of visits and activities they experience at school.

All pupils learn to play musical... instruments from a young age. Many go on to play these to a highly competent level.

Pupils' behaviour is excellent.

From an early age they understand adults' high expectations, which they respond to very positively. Pupils trust staff to look after them. Bullying is rare and pupils know staff will deal with any concerns.

Pupils described school as a happy, friendly and safe place.

Parents are overwhelmingly positive about the school and the community spirit leaders have created. They value the focus leaders place on pupils' personal as well as academic development.

Pupils have many opportunities to take on different responsibilities across the school. These roles include 'Learning Ambassadors', who promote learning, 'Anti-Bullying Ambassadors' and 'Healthy Eating Heroes'.

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

Leaders have worked with teachers to design an ambitious and inclusive curriculum.

They have given careful thought to the content and the order in which this is taught. Teachers have thought about which areas of learning need to be revisited carefully. This means all pupils learn the most important knowledge they need, deeply.

For example, in early years, staff helped children to explain accurately why a repeated pattern was incorrect. In Years 1 and 2, pupils use their mathematical reasoning skills to talk about why different coins could make the same amount. Pupils' behaviour in lessons is exemplary.

This supports high levels of independence and focus so learning continues uninterrupted.

Staff encourage pupils to develop their knowledge and understanding across different subjects. For instance, pupils in Year 4 used their knowledge about crime and punishment in history to help them with their wider reading.

All pupils achieve highly and develop a strong range of subject-specific vocabulary. They use this confidently when talking about their learning. For example, teachers helped pupils to explore the word 'adaptation' in a science lesson about how animals have changed over time.

Teachers have excellent subject knowledge and understanding of how their pupils learn. They check carefully that all pupils are keeping up with learning and make skilled adjustments where needed. All staff provide high-quality support while ensuring pupils grow in their independence.

Teachers have high expectations of pupils' achievement.

Pupils with special educational needs and/or disabilities (SEND) access the curriculum successfully. High-quality support and training for staff help them to understand pupils' individual needs.

This helps staff know how best to adapt their teaching to ensure pupils with SEND thrive.

Reading is a high priority. Pupils make exceptional reading progress, from the Nursery.

Almost all pupils enter Year 3 as fluent readers, allowing them to access new knowledge across the curriculum successfully. Phonics is skilfully taught, with highly effective assessment. High-quality targeted support means pupils catch up quickly if they fall behind.

All staff across the school read books to pupils in assemblies and during daily story times. Teachers expose pupils to high-quality texts and encourage discussions. Pupils in Year 6 run the school library, while those in Year 5 manage the outdoor 'Reading Chalet'.

Pupils enjoy reading the school's newspaper, 'The Ashmole Argus', written and produced by pupils.

Leaders aim for pupils to build an individual sense of self. Through lessons, assemblies and extra-curricular clubs, pupils have a wealth of opportunities to develop their interests and understanding of the world beyond school.

The school's exemplary music programme helps pupils build confidence, resilience and a sense of pride. Partnerships with London museums, theatres, universities and the local police provide pupils with experiences that prepare them for their next steps. Year 6 pupils spoke enthusiastically about being ready for secondary school because of the great friends they had made and the memorable learning experiences they have had at the school.

Staff are proud of their school and share leaders' and governors' high aspirations for the school community. Along with leaders, staff recognise that a constant drive for improvement has ensured the school's success. They value the professional support and consideration of their workload that leaders provide.

Safeguarding

The arrangements for safeguarding are effective.

All leaders have ensured that there are rigorous systems in place to identify pupils who need extra support. Staff receive regular training and briefings, so that they know how to identify and report any concerns.

This enables staff to fully understand their responsibilities.

Leaders work closely with local agencies to refer any concerns quickly when needed. They follow up referrals and check for progress.

Across the curriculum, pupils are taught how to keep themselves safe. This includes in online safety, preparation for secondary school, awareness of local risks and developing positive relationships.

Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in November 2016.

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