Ashton Vale Primary School

Inspection of Ashton Vale Primary School Avebury Road, Ashton Vale, Bristol BS3 2QG

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

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The headteacher of this school is Bradley Arthur. This school is part of Excalibur Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Nick Lewis, and overseen by a board of trustees, chaired by Tony Watson. 4 and 5 March 2025

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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.

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What is it like to attend this school?

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.

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What is it like to attend this school?

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.

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What is it like to attend this school?

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.

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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.

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

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.

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

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.

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

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 4 and 5 March 2025

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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.

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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.

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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.

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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.

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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.

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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.

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Safeguarding

The arrangements for safeguarding are effective.

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(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. 4 and 5 March 2025

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How can I feed back my views?

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.

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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). 4 and 5 March 2025

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School details

Dates of previous inspection 11 and 12 October 2022, under section 5 of the Education Act 2005

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Information about this school

 The school is part of Excalibur Academies Trust.  The school uses one registered provider of alternative provision.  There is a school-run breakfast club.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade. 4 and 5 March 2025

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 Inspections are a point-in-time evaluation about the quality of a school's education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in the evaluation of the school.  The inspectors held discussions with the headteacher, other senior leaders, the special educational needs and/or disabilities coordinator, subject leaders, members of the academies committee, trustees, the CEO and other trust leaders.  Inspectors carried out deep dives in these subjects: early reading, mathematics and history. For each deep dive, inspectors 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.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors considered responses to the online survey for parents, Ofsted Parent View, including the free-text comments. The inspectors also considered responses to the staff survey.

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Inspection team

Liz Geller, lead inspector His Majesty's Inspector

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Inspection team

Richard Vaughan Ofsted Inspector 4 and 5 March 2025

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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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