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This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Executive Headteacher
Mr Gareth Jones
Address
Ashton Gate Road, Bristol, BS3 1SZ
Phone Number
01179030236
Phase
Academy
Type
Academy converter
Age Range
4-11
Religious Character
Does not apply
Gender
Mixed
Number of Pupils
Unknown
Local Authority
Bristol, City of
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
What is it like to attend this school?
Ashton Gate Primary School is an inspirational school where pupils flourish and 'rise high together'.
The school is highly aspirational for all pupils. Pupils are proud to be 'Ashton Gaters', demonstrating independence and resilience. They leave the school well equipped for the challenges of secondary education.
Pupils receive an excellent start to their education.
The school believes there are no limits or barriers to what pupils can achieve. Staff have high expectations.
Pupils live up to these. All pupils achieve exceptionally well across the curriculum. Published outcomes are high for all pupils and groups of pupils.
The school prepares ...pupils to be curious and enthusiastic learners. Children learn this from the moment they start school in Reception. The school has designed a curriculum that is ambitious.
Pupils develop a deep breadth of knowledge as they move through the school. Parents and carers are overwhelmingly positive about the education their children receive.
Pupils' behaviour is exemplary.
The school is a purposeful place in which to learn. Pupils are focused and respectful. They are polite to each other and to visitors.
Pupils are passionately opposed to any form of discrimination. They celebrate difference and socialise happily together.
What does the school do well and what does it need to do better?
The school strives for continual improvement through rigorous self-evaluation.
There is a collective drive to make the school the best it can possibly be. The school's ambitious curriculum meets the needs of all pupils well. The essential knowledge and skills that pupils should learn are clearly identified.
Subject content is carefully broken down into small steps. There are regular opportunities for pupils to recap on previous learning. The school helps pupils to make links between the curriculum's essential knowledge.
For example, pupils compare powerful leaders from different historical periods.
Learning builds progressively as pupils move through the school. For example, children in Reception learn how to mix colours.
In Year 4, pupils gain a deeper understanding of secondary and tertiary colours and of tints in art. In geography, younger pupils learn about weather. They can recognise how this prior knowledge helps them to develop a deeper understanding of biomes.
Children get off to an excellent start to their education in the Reception Year. They transition smoothly into school from a variety of settings. Staff get to know children as individuals.
They use this knowledge to tailor learning. Children develop excellent learning behaviours, high levels of concentration and resilience. They concentrate on tasks for sustained periods.
Staff support children to develop a rich vocabulary. Ongoing assessment ensures all pupils are supported to build their knowledge well.The school prioritises pupils learning to read.
Children in Reception start to read as soon as they start school. They learn early sounds very well. The books they read match the sounds they have learned.
All staff have the expertise needed to teach phonics well. They use assessment effectively to check pupils' phonics progress. If pupils fall behind, they receive the support they need to help them to catch up quickly.
Pupils develop an understanding of diversity through the reading curriculum. They develop their fluency and reading skills as they move through the school.
Pupils with special educational needs and/or disabilities (SEND) are accurately identified.
Information about how to support these pupils is shared effectively with teachers. Consequently, pupils with SEND make strong progress throughout the curriculum in line with their peers. They participate in all aspects of school life in this very inclusive school.
The school's programme for personal development is exceptional. Pupils learn how to explore and express their feelings well. They understand the attributes needed to be an 'Ashton Gater' and how these characteristics relate to their daily lives.
Pupils know what healthy relationships are. They care for their own and others' mental and physical well-being. They know how to stay safe online, as well as the importance of keeping safe in the local area.
Pupils are reflective and show a deep understanding of diversity.
Pupils have many meaningful opportunities to develop a sense of responsibility. For example, they take on leadership roles on the school council and as gender champions.
School councillors share their opinions with staff. Their views have led to improvements, for example menu changes at lunchtimes. Pupils enjoy the many extra-curricular clubs, trips and enrichment opportunities on offer.
Governors are highly skilled. They rigorously ensure the school provides a high-quality education for all pupils. Staff appreciate the steps that the school takes to support their well-being and workload.
Staff are proud to work at the school. Relationships between staff, pupils, governors and parents are extremely positive.
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