Ashton CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school. They like the fact that they know everybody at the school because of its small size.

They say this feels to them like they have lots of friends. Older pupils enjoy helping younger ones, such as by being their reading buddies. Pupils describe the school as 'like a family'.

They feel safe and parents and carers agree.

Pupils think that behaviour has got a lot better. Sometimes they fall out, but teachers sort problems out quickly.

They do not feel that bullying happens, and they understand that they should treat everyone fairly. They like the recent changes, such as the new school library. They enjoy reading the books ...that they choose from it.

Pupils enjoy the wide range of trips and visits that they go on. They feel that this makes their learning more interesting. Teachers have high expectations of pupils.

Pupils concentrate well and are keen to start their tasks. They take care with their work.

Teachers want pupils with special educational needs and/or disabilities (SEND) to do well.

Pupils feel well supported. Younger pupils settle quickly into routines and learn to do things independently.

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

Leaders have made a lot of changes to the school.

They have made sure that all pupils know how to behave in class and around the school. Leaders work closely with parents to help them understand that their children need to be in school every day. Pupils' attendance has improved.

Teachers know pupils very well. Parents value the care that staff show for pupils. One parent described the school as 'a small school with a big heart'.

Teachers have had good-quality training. They know how to interest pupils in what they are reading. Younger pupils quickly grasp the sounds that letters make and teachers model this well.

They make sure that the books that younger pupils read match the sounds that they know and the tricky words that they have to remember. Older pupils read frequently too. They have favourite authors and can explain how devices such as cliff-hangers make them want to read on.

Teachers make sure that pupils' books are challenging and help them to learn more about the world around them.

Teachers plan work so that pupils can use what they know to help them. In mathematics, pupils use their knowledge of place value to interpret the scale of a line graph.

Younger pupils recall that light travels in straight lines. This helps them to explain shadows. Older pupils change the direction of light as they make periscopes using mirrors.

Teachers have identified what pupils need to know in all subjects. They have not ensured that pupils build on what they know and can do.Leaders make sure that pupils with SEND learn in ways that help them.

For example, pupils use coins to help them to solve a money problem. Teachers do not always identify what pupils with SEND need to learn next. Pupils with SEND do not always use what they have learned in small groups when they are working by themselves in the classroom.

Pupils know what foods they should eat to keep themselves healthy. They enjoy a range of opportunities to exercise and can explain why this is important. Pupils have quiet times to reflect on moral questions.

They learn about different faiths and visit places of worship. They vote for favourite books and can explain how they should be tolerant of those who hold different opinions to their own. They know how to keep themselves safe online.

Leaders have developed links with other small schools. Staff work together with teachers from other schools. They feel that this helps to make their workload manageable.

Pupils enjoy the chance to meet groups of children from different backgrounds. Governors check that the changes that leaders make are improving the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have made sure that staff know how to keep pupils safe. They know the signs to look for which could show that a pupil is in danger. Leaders keep records securely and pass on concerns straight away.

Leaders work closely with a wide range of other agencies to make sure that families get the help they need. Leaders check that this is making a difference. Governors make sure that leaders fully understand their duties.

They have made sure that all leaders have had up-to-date training and check that they are keeping records securely.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Leaders' responsibilities have changed recently. Leaders have made changes to what teachers teach and how they do this.

Leaders, including governors, need to continue to monitor these changes carefully to make sure that these changes continue to improve teaching and learning. . Teachers do not always plan what all pupils with SEND need to learn next.

Leaders need to consistently identify these next steps. Teachers need to make sure that they check to see whether pupils with SEND use what they learn in small groups when they work independently. .

Teachers have not planned all curriculum subjects so that all pupils will know more and remember more. Leaders need to make sure that all subjects are planned coherently and sequentially. It is clear from the intentions of leaders and from the work which has already been undertaken that they are in the process of bringing this about.