Ashperton Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are really proud to belong to Ashperton Primary Academy.

They value the opportunities they have. Pupils attend many trips and visits that enrich the curriculum. They visit places of worship, take part in sports activities, participate in rehearsals of a regional chamber orchestra and perform in school plays and musicals.

Pupils contribute widely to the life of the school. They know that their roles on the school council or as house captains, eco warriors and digital leaders make a difference to other pupils, and they take these responsibilities seriously.

Leaders have high expectations of pupils.

They expect them to do their best and behave we...ll. Pupils work hard. Their behaviour is exemplary.

Leaders address any incidents of bullying quickly and effectively. In nearly all subjects, leaders have made sure that the curriculum is expertly planned.

Leaders have placed the sustainable development goals of the United Nations at the heart of the work of the school.

This helps pupils understand the importance of their actions and the consequences their actions may have. Pupils say, 'We all have a part to play in making the school a better place.'

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

Leaders are ambitious for their pupils.

They have designed a curriculum to meet the needs of pupils. The curriculum includes a rich understanding of sustainable development goals. This provides pupils with a unique preparation for their next steps and for adulthood.

In many subjects, leaders have developed well-planned and well-sequenced subject curriculums in which the important knowledge that pupils need to know is clearly identified. In these subjects, teachers make effective choices about how they deliver the curriculum and assessment is strong.

In early years, leaders have designed a curriculum with ambitious end points.

They want children to achieve well. Some activities, particularly those outdoors, are designed to reflect children's interests and to encourage them to think creatively and to show resilience. In these cases, children show sustained effort and concentration and learn well.

However, some activities are not as well focused on the needs of children. On occasion, this can limit the opportunities that children have to meet the ambitious learning goals of leaders.

Children and pupils enjoy being read to frequently.

Pupils can borrow books from their class library. Leaders select these books carefully to reflect the topics that pupils are learning about as well as to match their interests. Pupils are eager to read.

Leaders have designed their own phonics reading scheme. The scheme is carefully sequenced. However, books do not match the sounds that pupils are learning precisely enough.

This means that a few pupils do not have the opportunity to practise the sounds they have just learned often enough to become fluent readers.Pupils behave exceptionally well. They say that adults teach them to be kind to each other.

Pupils help each other if they have a problem. They understand that sometimes other pupils may have worries that they do not know about.

Leaders make sure that pupils' talents and interests are developed and that they learn about life outside of the local area.

Pupils learn about different religions and cultures. Leaders use the extensive school grounds to enrich the curriculum, for example by pupils learning to build dens. The school's link with a school in Tanzania enhances pupils' learning across the curriculum.

Pupils are taught to take responsibility for what they do. They have recently been learning about 'zero hunger' and collected food for the local food bank.

Leaders work with staff to identify the needs of pupils with special educational needs and/or disabilities (SEND) quickly.

Staff receive good-quality guidance about how to help pupils and, as a result, teachers support pupils with SEND well in lessons.

Leaders prioritise working with parents, and parents are positive about the education that their children receive. Staff are supported very well by leaders.

They say that their workload is well managed. They are proud to work in the school.

Governors are fully committed to making sure that the school is the best it can be.

They focus on the areas of the school that matter most. They provide effective challenge to leaders.

Safeguarding

The arrangements for safeguarding are effective.

Leaders work hard to make sure that they keep pupils safe. Recruitment checks are rigorous and staff training is extensive. Staff are vigilant.

They pass on even the smallest concerns they may have about pupils. Safeguarding leaders are assiduous about following these up. They are tenacious in challenging other agencies if they do not think that pupils are getting the help that they need.

Pupils are very clear about how to keep themselves safe. They talk with confidence about the risks they may face. They have been taught about online risks, positive relationships and how to keep themselves and their friends safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not made sure that pupils have access to a range of phonically decodable books that exactly match the sounds they are learning. This means that pupils do not have the opportunity to practise the sounds that they are learning often enough and so some pupils fall behind. Leaders should review their scheme to make sure that books precisely match the sounds that the pupils are learning so that all pupils can become fluent readers.

• The curriculum in the early years is not planned and delivered as effectively as it could be. Some activities are not well focused and not all key stage 1 foundation subjects build on effectively from learning in the early years. Leaders should make sure that the curriculum in the early years prepares pupils well for their learning in key stage 1.