Ashford, St Mary’s Church of England Primary School

Highlights from Latest Inspection

Outcome

Ashford, St Mary's Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils thrive at this wonderfully warm and welcoming school. They embody the school vision to 'shine as lights in the world'.

From the early years, children learn how to act according to the school's values, including respect, forgiveness and compassion. The school builds warm and supportive relationships with pupils and their families. Pupils know that there is someone they can talk to if they are worried about anything.

As a result, they feel happy and safe at school. One parent reflected th...e views of many when they described the school environment as 'enriching and joyful'.

The school has high expectations for pupils, including those with special educational needs and/or disabilities (SEND).

Children in the early years settle quickly, because of the care and support that they receive. The school develops pupils' knowledge and confidence through a broad and ambitious curriculum. Most pupils achieve well in their learning.

This is reflected in published outcomes. The school is aware of the need to further deepen and check pupils' understanding of what they learn.

Pupils are well prepared for life in modern Britain and develop a strong understanding of fundamental British values.

They celebrate the diversity of the school in 'culture week'. The school also runs 'careers week', where pupils learn about future career pathways. The school provides pupils with many opportunities to take on positions of leadership or responsibility.

Pupils can join the school's post office team or become sports captains, reading ambassadors or buddies for younger children. Pupils appreciate the new outdoor play activities at lunchtime.

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

The school has developed a rich and varied curriculum.

From the early years, it has identified the ambitious knowledge that pupils should learn. For example, in art, pupils in Year 6 learn about artistic movements including impressionism, expressionism and fauvism. In history, pupils in Year 4 learn about the importance of social hierarchy in ancient civilisations.

In geography, pupils in Year 5 learn about different land uses, including viticulture and floriculture.

The school places a high priority on early reading. Rigorous and effective training ensures that staff have strong knowledge of how to teach reading well.

The school puts in place highly effective support for pupils who fall behind. Regular checks ensure that pupils read books that are well matched to their phonics knowledge. As a result, pupils become fluent and confident readers.

This robust approach to pupils' reading development continues throughout the school.

In the early years, the curriculum provides children with purposeful hands-on learning experiences. These experiences enable them to develop their knowledge in different areas of learning, from counting and reading, to drawing, painting and learning about nature.

This lays a solid foundation for future learning. The number of pupils identified as having SEND across the school is increasing. Staff receive regular training and expert guidance to identify, understand and meet pupils' needs.

They use this knowledge to provide effective support, ensuring that pupils can access learning successfully. Those with more complex needs benefit from targeted support from skilled staff.

Teachers have strong subject knowledge and expertise.

They promote pupils' curiosity with interesting content and experiences that extend pupils' learning. For example, pupils in Year 3 take part in a Stone Age workshop. Pupils in Year 4, when learning about the properties of rivers, take part in a river building experience day.

However, pupils cannot recall the key information and vocabulary from previous lessons consistently. In addition, sometimes teachers do not check pupils' understanding as systematically as they should. As a result, pupils can have gaps in their learning and are not able to integrate new knowledge into existing ideas.

Pupils attending school regularly is a key focus. The school's proactive approach includes regular checks and effective communication with parents. As a result, pupils attend very well.

Behaviour and conduct are managed successfully. Pupils understand and follow school routines, and any incidents are addressed promptly by staff. Pupils' achievements are recognised and celebrated in the weekly 'time to shine' assemblies.

The school promotes pupils' wider development effectively. There is a well-designed and age-appropriate personal, social and health education programme. Staff teach pupils about respecting other people's faiths, cultures and ways of life.

Pupils know how to keep themselves safe and maintain healthy relationships. The many sports fixtures and extra-curricular activities further build pupils' teamwork skills and resilience. Pupils appreciate the clubs they can choose to attend, such as football, ocarina, book club and choir.

A strong sense of unified purpose is evident through each level of leadership and staff. School leaders and governors have set a clear, ambitious vision which ensures that the school is working in the best interests of all pupils. Staff's well-being is central to leaders' concerns.

Staff appreciate the support that the school offers, including a wide range of professional development opportunities. One staff member summed up the views of many when they said, 'I feel well supported and cared for at St Mary's'.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not ensure that pupils are provided with opportunities to recall and apply key knowledge consistently. As a result, pupils are sometimes unable to retain knowledge as well as they should and apply it to future learning. The school should ensure that pupils are supported to remember and recall their learning consistently, so that they can build their knowledge more effectively over time.

• On occasion, the school does not check pupils' understanding carefully enough. As a result, some pupils have gaps in their learning and are not fully ready to learn new content. The school should ensure that staff check pupils' learning systematically and respond to any gaps or misconceptions swiftly, so that pupils achieve equally well in all subjects.

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 to be 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 second ungraded inspection since we judged the school to be good for overall effectiveness in June 2016.

Also at this postcode