Aston-on-Trent Primary School

Highlights from Latest Inspection

Outcome

Aston-on-Trent Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

The school has established a very special and strong relationship with its local community. It is truly connected to the people and places it serves. Pupils participate enthusiastically in annual well dressing and community events.

Staff, pupils, and parents and carers alike say that Aston-on-Trent is a happy and thriving school.

The school's work is driven by a simple vision: 'The Aston Way'. This vision encourages pupils to be 'ready, respectful and resilient'.

Pupils exceed these expectations. Their beh...aviour is excellent, and they are keen to help one another. Pupils achieve very well.

Results in Year 6 have been above national averages for several years. Pupils leave Aston-on-Trent well prepared for the next stage of their education.

Parents are overwhelmingly positive about school life.

Many parents specifically praise the high-quality provision for pupils with special educational needs and/or disabilities (SEND). Parents are right to recognise this strength. The school has a strong spirit of inclusion and pupils with SEND are very well supported.

Parents typically describe the school as an 'amazing place' where 'staff go above and beyond for pupils and parents'.

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

The curriculum has been further developed since the last inspection. Pupils benefit from well-thought-out topics and programmes of study.

Careful attention is paid to making sure that the curriculum is accessible to all pupils. Staff adapt the curriculum particularly well for pupils with SEND. As a result, pupils feel fully included in school life and enjoy their studies.

Pupils talk with great enthusiasm about the books they borrow from the school library and the reading that they do at home. Younger pupils quickly learn to read in the Reception Year and into key stage 1. Any pupils who fall behind receive effective extra support.

Staff routinely carry around phonics flash cards so that pupils can continue practising any tricky sounds throughout the school day.

Staff appreciate the training that they receive to develop their teaching further. The focus on 'big ideas' in mathematics has brought about improvements and is leading to strong outcomes by the end of key stage 2.

However, some pupils find it difficult to readily recall multiplication tables. This lack of instant recall makes it hard for pupils to hold key numbers in their heads and tackle more complex mathematical questions.

Staff make sure that pupils receive a broad curriculum.

For example, they are taught French by a specialist teacher. The languages curriculum takes account of research and has a focus on phonics and grammar. Pupils enjoy learning French and pronouncing tricky words.

In humanities, staff have worked with Aston-on-Trent's local history society to help pupils learn about the heritage of their village. Year 3 pupils have a very strong recall of important families, buildings and places following their studies. However, in some topics within the humanities curriculum, older pupils are less confident recalling important vocabulary and knowledge.

For example, some pupils find it difficult to respond to questions about the Victorian period or topics such as 'crime and punishment'.

Pupils' behaviour is very strong. Pupils play cooperatively on the playground and are proud to hold leadership roles such as 'well-being warrior' and 'house captain'.

Year 6 pupils particularly like being buddies for children in the Reception Year. Year 6 pupils write to Reception children before they start school. This supports with children's transition into school.

It also helps Year 6 pupils build confidence and character. Whole-school attendance is above national averages. Leaders keep a close eye on any absence and offer families effective support.

Pupils' wider personal development is a key strength of the school. The school's outdoor learning programme provides pupils with opportunities to build resilience and independence. For example, pupils learn to cook three-course meals on campfires in the school's extensive and well-maintained grounds.

Parents are rightly proud of this offer and the many other enrichment activities.

The school works collaboratively and effectively with its highly valued parents' association. Fundraising efforts have helped decorate and furnish a special resource base called the 'Hub'.

The association has also supported with the installation of impressive wall murals and a trim trail on the school field. This work enhances pupils' personal and physical development.

The school is led and managed by a very capable group of senior leaders and governors.

Leaders put pupils first. They are passionate about what they do. Leaders work highly effectively with staff to nurture talent and grow people professionally.

Staff appreciate this support. Staff are receptive and united in their ambition to continually develop what they do. Governors have a breadth of skills and expertise.

They offer the school a good balance of support and challenge. As a result, the school is continually improving.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not confidently recall multiplication tables. This lack of fluency means that pupils' working memory can be quickly overloaded, making it difficult to answer more complex questions. The school should ensure that sufficient time is given to the teaching of multiplication tables and for pupils to practise their recall.

• Some of the activities that teachers design to deliver the curriculum do not allow pupils to think as deeply as they might about the subject content. As a result, some important knowledge and vocabulary is not readily recalled by pupils or used to answer subject-specific questions. The school should ensure that pupils are given frequent opportunities to practise using the knowledge they are taught and show what they know in lessons across the wider curriculum.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 third ungraded inspection since we judged the school to be good for overall effectiveness in October 2010.