Ashby Hill Top Primary School

Inspection of Ashby Hill Top Primary School Beaumont Avenue, Ashby-de-la-Zouch, Leicestershire LE65 2NF

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Outstanding

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Overall effectiveness Outstanding

The executive headteacher of this school is Sylvie Newman. The school is part of the Symphony Learning Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Tim Sutcliffe, and overseen by a board of trustees, chaired by Nigel Harrison.

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Overall effectiveness Outstanding

Until November 2020, the school was exempt from routine inspection because it was judged as outstanding at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since April 2013. 16 and 17 April 2024

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What is it like to attend this school?

Pupils are deeply proud to be ‘Hill Toppers’. They explain that they all live together well because they accept and value each other. Everyone belongs. Pupils are completely confident that their individual needs are understood by staff and peers alike. They feel safe to be themselves and are absolutely sure that all adults will help them if needed.

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What is it like to attend this school?

The school’s rules of ‘be ready, be respectful, be safe’ are understood by all. The youngest children resolve disagreements amicably. Older pupils explain how they accommodate each other with grace. Pupils lead projects to make the school even better through small changes such as recycling pens and larger projects such as refurbishing the library. Those about to leave cheerfully accept that they may not benefit from the improvements they have worked so hard to realise. Instead, they are happy that they have made the school better for others.

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What is it like to attend this school?

Parents are fulsome in their praise. They say that staff ‘go the extra mile’ to make sure that all pupils feel welcome. Comments such as ‘They have the interests of the child and their happiness at heart, which ultimately results in them wanting to learn more and succeeding,’ are typical of the many expressed during the inspection.

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better?

The school wants every child to have ‘the brightest of beginnings’. This starts right from their earliest days in Reception. There is a plethora of opportunities for families to get to know the staff before their children start full time. The school gets the right help in place for children’s additional needs so that they settle straight away.

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better?

Staff have the highest expectations of all. Routines for learning are deeply embedded. Children know exactly what to do as they get involved in activities independently. For example, they use a range of different media to draw their own sunflowers. Children choose their equipment thoughtfully. They explain how they make colours. They cooperate with each other extremely well.

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better?

The youngest children are completely absorbed in phonics lessons. They recall their learning with ease. Immediate checks are made on what they know in mathematics and children with special educational needs and/or disabilities (SEND) are supported extremely effectively to build their knowledge well. Children move seamlessly into activities where they practise what they are learning about ways to make ‘10’.

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better?

The curriculum has been carefully crafted. Pupils understand deeply the locality of Ashby and their place in the world beyond. Through tightly sequenced teaching, staff have made sure that in every mixed-age class all pupils build securely on prior knowledge in mathematics. Teachers make well-thought-through adaptations for pupils with SEND. This means that they can take part alongside their peers. 16 and 17 April 2024

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Pupils’ knowledge is rich. Older pupils’ discussions demonstrate how they understand complex abstract concepts. For example, in religious education, pupils understand how some Christians’ beliefs about creation incorporate scientific elements, too. Pupils use what they recall about the immune system to help them with scientific enquiry. They explain that they feel ready for ‘new adventures, new learning and new experiences’ when they move into a different year group.

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The school’s values of ‘belong, thrive, succeed’ are understood by all. Pupils develop an exceptionally strong understanding of fundamental British values. They can explain how in this country everyone ‘has to follow the rules, but you are free to have your own beliefs too.’ The personal, social and health education curriculum is extremely detailed and thorough. Pupils revisit learning about how to take a moment to keep calm. There is a very wide range of clubs and activities. These are provided at different times of the day. All pupils can develop their talents and interests through this offer.

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Pupils are keen to come to school every day and attendance is strong. Parents believe that their children are ready for secondary education. They say, ‘They were so well prepared when the time came, and I realised the role that the school played in this.’ Pupils have detailed knowledge of the dangers they might face and what they should do.

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All staff say that ‘children are at the heart’ of everything that they are asked to do. They say that judicious decisions are made so that any changes are manageable and do improve the school. They feel very well supported by leaders. Since joining the multi-academy trust, subject leaders have built supportive networks with other schools. Governors make sure that staff get opportunities to develop professionally. Staff value this highly. Everyone shares an aspiration to do their best for the school and to serve the local area, too.

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Safeguarding

The arrangements for safeguarding are effective.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 16 and 17 April 2024

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 16 and 17 April 2024

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School details

Website www.ashbyhilltop.leics.sch.uk Dates of previous inspection 16 and 17 April 2013, under section 5 of the Education Act 2005

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Information about this school

 The school joined the Symphony Learning Trust on 1 September 2022. There have been changes in leadership since the previous inspection.  The school uses registered and unregistered alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors conducted deep dives into the following subjects: early reading, art and design, geography, mathematics and science. For each deep dive, inspectors 16 and 17 April 2024

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held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The lead inspector listened as pupils read to a familiar adult. Inspectors also considered a range of evidence about other curriculum subjects, such as religious education, computing and history.  Inspectors spoke with parents. They also considered the views expressed through Ofsted Parent View.  Inspectors spoke with members of staff throughout the inspection and considered the opinions they expressed through the online survey.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Throughout the inspection, inspectors spoke with groups of pupils, including

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during non-structured parts of the day, such as playtimes and lunchtimes.  The lead inspector met with governors and trustees. Inspectors met with senior leaders of the school and considered a range of documentation provided.

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Inspection team

Hazel Henson, lead inspector His Majesty’s Inspector

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Inspection team

Moira Dales Ofsted Inspector 16 and 17 April 2024

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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