Schools & FE · Report card

West Ashtead Primary Academy

Inspected 27 Jan 2026 · URN 149627

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Summary

No overall grade in this frameworkSafeguarding met

Carl McCarthy (lead), Kate Magliocco, Oliver Allen

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
27 Jan 2026
Inspectors verified
Carl McCarthy, Kate Magliocco, Oliver Allen
Postcode verified
KT21 2PX
Name on report verified
West Ashtead Primary Academy
Safeguarding verified
Met
URN verified
149627

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Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+61Positivemore positive than 30% of reports of this type

In line with other reports of this type.

Praiseeffectivelypositivepositivelyambitiousconsistentlythrivehigh expectationswell prepared

Criticismconcernsnot strongnot yetinconsistenciesnot consistentlypoorat risknot always

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1548w+71
Leadership255w+43
Safeguarding51w−11
What needs to improve45w−3

Strengths

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Concerns

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Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,894; about usual (typical 1698)
Reading level: Hard; Flesch 38, typical 43
Average sentence: 14 words
Next steps: 2; typical 3
Hedged sentences: 6%; “some”, “not always”, “most”…

Where the words go

Findings 53%Leadership 9%Safeguarding 2%What needs to improve 2%About the inspection 34%

Full report text

West Ashtead Primary Academy

Address: Taleworth Road, Ashtead, Surrey, KT21 2PX Unique reference number (URN): 149627

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Pupils in school make progress through the well-sequenced curriculum. As they move through the school, they apply what they know with increasing confidence and accuracy. Disadvantaged pupils and those with special educational needs and/or disabilities generally make positive progress from their starting points. They respond well to targeted support and grow in independence. For example, pupils confidently identify errors in punctuation in response to previous feedback, demonstrating their secure knowledge.

p.2

Achievement Expected standard

Although most pupils achieve well by the end of key stage 2, disadvantaged pupils’ learning is still improving and not consistently reflected in published outcomes. Leaders’ work to strengthen the quality of teaching to ensure these pupils receive the support they need is beginning to show signs of impact.

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Achievement Expected standard

Pupils’ work across subjects is generally of a high standard. By the end of key stage 2, the majority of pupils are well prepared for their next stage of education.

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Attendance and behaviour Expected standard

Leaders prioritise improving attendance and punctuality for all pupils, including those who are persistently or severely absent. Attendance information is reviewed regularly. Leaders check the attendance of individual pupils. They regularly adjust the support in place when improvements are not timely. Leaders seek external expertise where appropriate. They use advice to make thoughtful adaptations to support the attendance of pupils with special educational needs and/or disabilities.

p.2

Attendance and behaviour Expected standard

Leaders communicate expectations for attendance clearly and consistently, starting with the youngest children. They apply policies fairly, including in relation to term-time holidays. Although leaders' actions are not reflected in the most recent published attendance information, overall attendance is improving and is now close to national averages for most pupils.

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Attendance and behaviour Expected standard

Pupils’ behaviour and attitudes to learning are highly positive. Pupils are proud of their work and respectful towards staff and each other. Relationships between staff and pupils are characterised by kindness and courtesy. Pupils are polite, take turns and help each other to thrive through their mature, responsible interactions. Social times are calm and cooperative. Pupils feel confident to report incidents of bullying, aggression or derogatory language because they trust staff to respond quickly and effectively. Leaders have established a nurturing culture in which staff know pupils well, apply behaviour expectations consistently and make appropriate adjustments for pupils who need any additional support.

p.2

Curriculum and teaching Expected standard

Leaders have constructed a coherently planned curriculum. Logical sequences of lessons enable pupils to build their knowledge and skills from the early years through to Year 6. Well-considered provision in the early years and key stage 1 creates a secure foundation for later learning. Leaders have a clear understanding of the quality of teaching and learning across the school. They recognise that some pupils, including those with poor attendance or those with additional barriers to their learning, may take longer to secure the basic knowledge they need. The school adapts its provision to address this.

p.2

Curriculum and teaching Expected standard

Reading is prioritised effectively. Staff check understanding and address misconceptions swiftly. Where gaps in their learning have been identified, the school’s approach to phonics helps pupils to keep up. Staff have the subject knowledge they need to provide targeted support for these pupils. Technology is used purposefully across subjects for all pupils to support lessons routinely, enabling pupils to revisit and review important learning when needed.

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Curriculum and teaching Expected standard

Curriculum and teaching are not yet at the strong standard. There are some inconsistencies in how the curriculum is implemented in some subjects. In a small number of classes, staff do not support pupils to build securely on their prior knowledge. Leaders are taking action to strengthen the consistency of teaching so that all pupils, including those who are disadvantaged, make stronger progress through the curriculum.

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Early years Expected standard

The early years curriculum is thoughtfully designed. It prioritises communication and language. The school’s phonics approach is well sequenced and taught with rigour. This enables children, including those with special educational needs and/or disabilities, to build their reading skills with increasing confidence. Children apply their phonics knowledge securely, preparing them well for reading and writing in Year 1 and beyond.

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Early years Expected standard

In the Nursery Year, children make a positive start. Staff model rich vocabulary and purposeful talk, for example introducing mathematical language such as ‘one more’ and ‘one less’ when supporting early number concepts. Children explore sounds, rhymes and songs that help to lay firm foundations for the Reception Year.

p.3

Early years Expected standard

Generally, staff–child interactions are of a high quality, with leaders continuing to improve these further. Staff understand children’s starting points through accurate assessment. They use this information to adapt learning for children appropriately. Storytelling and imaginative play further strengthen children’s language development. Staff work closely with parents and carers, sharing information regularly.

p.3

Early years Expected standard

Leaders are ambitious for children in the early years. Staff have high expectations and are well equipped to meet children’s developmental needs. Provision for 2- and 3-year-olds at the school is appropriate and effective. Children in the Reception Year are typically well prepared for learning in Year 1.

p.3

Inclusion Expected standard

The school is highly inclusive. Leaders are ambitious for all pupils. They are determined to improve outcomes for vulnerable pupils at the end of Year 6. Professional learning is in place for the entire staff team. This ensures that staff understand pupils’ needs well and apply appropriate strategies in the classroom. Staff engage very positively with families. Parents and carers are supportive and appreciate the inclusive practice at the school. Leaders identify pupils’ individual needs quickly and accurately. They check carefully that pupils make effective progress through the curriculum. Where necessary, the school collaborates effectively with local authority social care and alternative provision providers to meet pupils' specific needs. Leaders review these interventions and support strategies to ensure they help to remove and reduce pupils' barriers to learning successfully.

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Inclusion Expected standard

A wide range of carefully chosen interventions supports pupils' individual needs. For example, targeted literacy programmes and the use of assistive technology contribute to pupils learning what they need to effectively. Teachers' adaptations for disadvantaged pupils are effective. Leaders use additional funding well, drawing on external professionals’ advice to ensure disadvantaged and vulnerable pupils receive the support they need. Leaders review the impact of inclusion strategies, including pupil premium spending, robustly.

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