Ashton Community Science College

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school In 2017 pupils' overall progress was broadly average and an improvement on 2016.

After disappointing GCSE results in 2017 in the subjects that make up the English Baccalaureate (EBacc), leaders and governors immediately took stock and responded swiftly and effectively. They used appraisal effectively to improve previously weak areas of teaching and subject leadership. They have ensured that sufficient teaching time is allocated to subjects to meet the demands of examinations.

School assessments and examples of pupils' work analysed by inspectors indicate that rates of progress of pupils currently in Year 11 are better than those seen in 2...017. They also show that those subjects which performed well in 2017 continue to do so. Scrutiny of pupils' work and teachers' assessments show that the progress that pupils make in Years 7 to 10 is good across the majority of subjects, including EBacc subjects.

Subject leaders have utilised the support from examination boards, the local authority and local school networks to plan effective programmes of work and ensure the accuracy of assessment. The majority of teaching is effective. Teachers have high expectations of pupils' behaviour and attitudes to learning.

Teachers and teaching assistants give good support to lower-attaining pupils. Sometimes the activities which teachers plan for pupils of higher and middle ability are not challenging enough. At times teachers give some of these pupils too much support.

Leaders use funding very well to support disadvantaged pupils. Their progress improves year on year but those who do not attend regularly miss important opportunities to learn and achieve. Most pupils are keen to learn.

However, some boys do not take enough care with handwriting and the organisation of their work. The use of funding for literacy and numeracy in Year 7 is not fully effective in helping lower-attaining pupils to catch up quickly. However, the pace of their progress increases as good teaching meets their needs as they move up the school.

Behaviour in lessons and at social times is good. The behaviour of disadvantaged pupils has improved markedly. All staff prioritise the welfare of pupils, especially the most vulnerable.

Recent decisions made by leaders and governors have resulted in a well-balanced curriculum which now offers more academic challenge.

Information about this school

Ashton Community Science College is smaller than most secondary schools. The number of pupils supported by the pupil premium funding is larger than average.

The proportion of pupils from ethnic minority groups is lower than the national average. The proportion of pupils who speak English as an additional language is lower than average. The proportion of pupils who receive support for SEN and/or disabilities is small in comparison with the national figure.

The proportion of pupils who have a statement of special educational needs or an education, health and care plan is higher than the national average. In 2017 the school met the government's current floor standards, which set minimum expectations for pupils' attainment and progress. For a small number of pupils the school uses alternative provision at Preston's College, Larches House PRU, Larches Medical, Preston Vocational Centre and Tower Learning.

The school is a member of Preston Teaching School Alliance and Ripley Teaching School Alliance. The school is also a member of a local collaborative group for headteachers. The school has a resource base which caters for 13 pupils who have hearing impairment.