Ashton Vale Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Ashton Vale school is a friendly community.

Pupils of all ages get along well and consistently meet adults' high expectations of them. Pupils work hard and understand why it important to do their best.

The school's 'Heart' values underpin everyday life.

Pupils are motivated by the reward system. For example, they explain how they show respect and tolerance to one another. Pupils understand why these values are important in wider society and use them in their learning and play.

The school supports pupils' well-being and mental health, helping them to recognise and manage their feelings and emotions. Pupils develop warm and trusting relationships with ...staff. They are safe and trust staff to support and guide them.

They know they will be heard. Pupils behave well during lessons and social times. They enjoy school and most attend well.

Learning extends beyond the academic. Pupils enjoy the opportunity to take on leadership roles, such as school councillors. Older pupils support younger children through their role as 'buddies'.

This helps them to learn about responsibility. Pupils benefit from a wide extra-curricular offer. This includes a range of clubs such as chess and sports.

Through such opportunities, pupils develop new skills and talents.

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

The school is ambitious for all pupils. Since the previous inspection, the curriculum has been redeveloped and strengthened.

It is well designed from Reception Year to Year 6. Pupils revisit learning regularly and link this knowledge to new ideas and concepts. For example, in mathematics, pupils' knowledge of multiplication and division helps them to understand fractions of numbers.

Staff support pupils to deepen their knowledge through making connections between different curriculum subjects. For example, pupils link the impact of human geography to their scientific knowledge.

In many subjects, staff make ongoing checks on pupils' learning and identify the next steps they need to take.

In a few subjects, staff do not use what they know about pupils learning to shape how they teach them. Consequently, pupils do not routinely build securely on prior knowledge or move onto more complex learning when they are ready.

Reading is the bedrock of the school's curriculum.

Staff promote a love of reading. For example, children in the Reception Year enjoy listening to 'Handa's Surprise'. Skilled staff support children to develop a wide vocabulary.

There is a sharp focus on ensuring that children communicate confidently. Children demonstrate positive attitudes to learning through high levels of concentration and collaboration.

Children learn to read as soon as they start school.

They increase in confidence because books are well matched to their knowledge of phonics. Pupils learn to read fluently and with confidence. Those who fall behind are supported to catch up quickly.

Beyond phonics, lessons pupils continue to develop their reading knowledge and skills. Pupils benefit from visiting local authors and spending time in the school's well-stocked library.

Pupils with special educational needs and/or disabilities (SEND) are well supported.

Across the school, staff know the barriers to learning for pupils with SEND. They provide supporting resources or adapt the curriculum appropriately to meet their needs. The school works with a range of external agencies to provide precise support for pupils.

For example, there is a carefully thought-out programme to prepare pupils for moving on to secondary education.

The school prioritises attendance and identifies the causes of any absence. Agreed actions to improve pupils' attendance are bespoke and successful.

This helps to bring about sustained improvements. There is a calm, polite and orderly environment in the school and the classrooms. Pupils learn without distraction.

The school's provision for pupils' broader personal development prepares them well for life in modern Britain. Pupils are knowledgeable about a wide range of religions and cultures from around the world. They have a mature understanding of the importance of equity and fairness.

Pupils know how to look after their health and mental well-being. They value the 'Peach room' as a place for reflection. Pupils benefit from visits to places of interest.

These are carefully planned to support and build on areas of the curriculum. For example, pupils visit a zoological park to strengthen their knowledge of science.

Trustees and the academy committee share the school's ambitious vision and values.

They support the school well. The trust adds capacity and expertise which benefits all aspects of the school's work. Staff find the collaboration with other schools helpful.

Staff appreciate the school's consideration for their workload and well-being. They are proud to work at 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)

• In a few subjects, what is known about pupils learning is not used to inform the way the curriculum is taught and activity choices. Consequently, pupils do not routinely build securely on prior knowledge or move on to more complex knowledge when they are ready. The trust and the school should ensure that teachers have the training and pedagogical expertise to remedy this.

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