Ashlawn School

Highlights from Latest Inspection

What is it like to attend this school?

This is a school that has undergone significant improvement since its previous graded inspection. Pupils, staff and leaders are right to be proud of the role they have all played in addressing the areas of weakness that had been identified.

There is a shared belief in the school's vision of everyone giving 'our best, always'.

There has been a profound shift in the culture of the school. There is now a sense of community and of caring for each other.

For example, sixth-form students 'pay it forward' by supporting younger pupils as mentors. The school's 'CARE pillars' of 'community, aspiration, respect and excellence' are threaded through all aspects of school ...life. Everyone is clear about the importance of respect, both towards each other and the school environment.

Pupils value the many ways they can now raise any concerns that they may have. They trust that staff will support them.

Parents and carers, along with pupils and staff, know how much behaviour has improved.

Expectations are high and communicated clearly. Pupils manage themselves well at social times. Lessons are typically calm and purposeful, with pupils able to get on with their learning.

Most pupils work hard and achieve well.

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

Trustees, along with trust and school leaders, took appropriate and decisive action in response to the outcomes of the previous inspection. All areas for improvement have been addressed effectively and are no longer areas of weakness.

Indeed, the school's work to support pupils' reading and build a 'reading community' is now an area of real strength.

The school is ambitious for all pupils in both the grammar and non-selective streams. There is a well-designed curriculum in place that ensures pupils develop strong knowledge and skills within each subject.

Most pupils do well in their examinations. However, some disadvantaged pupils do not achieve as well as their peers and do not gain the qualifications in English and mathematics that they need for their next stage in education. This is often because they are persistently absent from school and miss out on key learning.

The school has made improvements to the quality of classroom practice and provided staff with high-quality professional development to support this. The school's chosen teaching approaches are adapted to match the demands of individual subjects. However, there is some variation in how effectively lessons are delivered within each subject area.

While there is some very strong practice, this is not a consistent standard across each subject. For example, some teachers are more skilful in their use of questioning or choosing learning activities that encourage pupils' engagement with their learning. However, this is not consistently the case.

Students in the sixth form value the quality of their learning and wider experiences. They feel confident about taking their next steps in education or employment because of the strong guidance they receive and the important topics they learn about, such as money management and personal safety. They are impressively keen to contribute to the school community and are excellent role models to younger pupils.

The school has implemented a more joined-up approach across the inclusion and pastoral teams to provide pupils with the right support when they need it. Although some of this work is in the early stages, there is a clear commitment to addressing any barriers to learning pupils may have. The school's approach to identifying and supporting pupils with special educational needs and/or disabilities has been strengthened.

Staff are provided with useful information on how to adapt their teaching so that these pupils learn well. There is a renewed focus on supporting families and pupils to improve attendance. Pupils understand the school's expectations of their behaviour and know that the 'restorative justice' approach means they will be held responsible for their actions.

Consequently, the number of suspensions is reducing.

The school's work on personal development is strong. Pupils benefit from a well-considered programme of lessons, assemblies and activities that mean they are prepared well for their future as an active member of modern British society.

This is augmented by a myriad of extra-curricular and enrichment opportunities, from author visits to sporting clubs and The Duke of Edinburgh's Award expeditions. Pupils receive helpful guidance to inform their choices about their future aspirations.

The school is a community working together.

Staff feel valued and know that their workload and well-being is taken into account. Parents comment positively about having their voice heard through the 'parent forums'. Leaders at all levels, including trustees, share a commitment to looking to the future with even greater ambition for the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not consistently implemented to the same high standard within each subject area. Due to these pockets of variation, some pupils do not benefit from the same high-quality learning experience as others.

Sometimes this means that pupils do not develop the depth of knowledge and understanding that they could. The school should ensure that the best practice is shared and built upon so that the quality of provision within subjects is of a consistently high standard. ? The school's strategy to support disadvantaged pupils is not having sufficient impact.

Some disadvantaged pupils do not achieve the outcomes that they need to be well-prepared for the next stage in their education. This is especially the case for pupils who are persistently absent. The school should ensure that staff at all levels understand and fulfil their roles and responsibilities in improving the outcomes and attendance of these pupils.