Ashfield Comprehensive School

Ashfield Comprehensive School

Address: Sutton Road, Kirkby-in-Ashfield, Nottingham, Nottinghamshire, NG17 8HP Unique reference number (URN): 137981

p.1

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:

p.1

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.

p.1

Post 16 provision Strong standard

The post ‑ 16 provision at Ashfield School is well respected, and its leadership is highly effective. The curriculum is broad and ambitious. The extensive offer ensures that students receive the support and guidance they need to reach their next steps and aspirations. Students can study a range of A levels and level 3 courses. In addition, there is a pathway for students who are not ready to begin level 3 study at the start of Year 12.

p.2

Post 16 provision Strong standard

Teachers in the sixth form are subject specialists and support students in all aspects of their post ‑ 16 journey. As a result, sixth ‑ form students’ achievements are consistently above national averages over time. Students are also supported by pastoral staff and mentors who help them thrive throughout their time in the sixth form.

p.2

Post 16 provision Strong standard

All students take part in a range of enrichment activities, including supporting younger pupils with their mathematics. They also follow a well ‑ designed programme of personal, social, health and economic education, which includes a detailed careers programme. Sixth ‑ form leaders prepare students well for their applications to university, apprenticeships and work. Typically, all students secure appropriate destinations, such as university, apprenticeships or employment.

p.2

Achievement Expected standard

Typically, pupils at this school achieve well, which is reflected in their results in national examinations. Pupils who are disadvantaged achieve above-average outcomes in some external examinations. This reflects the school’s approach to raising aspirations and ensuring that all pupils are well supported in achieving their next steps. Pupils with special educational needs and/or disabilities achieve well from their starting points.

p.2

Achievement Expected standard

In the main, pupils across the school learn the curriculum well, including those in key stage 3. However, leaders have identified that pupils’ progress in English is not as rapid as their progress in other subjects, including mathematics.

p.2

Achievement Expected standard

Students in the sixth form make clear progress from their starting points, and many achieve above the national average in several areas.

p.2

Attendance and behaviour Expected standard

Pupils' attendance has improved at the school. Leaders have ensured that there is a team in place to support families and help pupils attend well. Staff work closely with families to ensure that all necessary support is provided. The school liaises with other agencies so that pupils and their families receive the guidance and care they need to support regular attendance. Leaders carefully review their strategies to ensure that they are effective. Leaders have recently made changes to the school’s behaviour policy. This has helped ensure that staff have high expectations of how pupils behave. Leaders have created an environment where bullying and discrimination are not tolerated. Staff consistently use a relationship ‑ focused approach to managing behaviour. Classrooms are typically calm and orderly. Older pupils comment positively on the recent changes to behaviour. There has been a reduction in the number of suspensions. However, the oversight of behaviour across

p.2

Attendance and behaviour Expected standard

the school is not as robust as the oversight of attendance. As a result, leaders cannot be fully clear about the impact of their actions, for example in evaluating the effectiveness of the ‘reset room’.

p.3

Attendance and behaviour Expected standard

Pupils demonstrate positive attitudes towards staff and their peers. Bullying is rare, and pupils feel that, if it does happen, it is dealt with quickly.

p.3

Curriculum and teaching Expected standard

Pupils benefit from a curriculum that enables them to study a range of academic and vocational qualifications. The curriculum is, for the most part, appropriately sequenced. Staff help pupils recall and apply prior learning. Leaders understand the quality of the curriculum and have identified priorities to improve it further, particularly in key stage 3.

p.3

Curriculum and teaching Expected standard

Teachers typically demonstrate secure subject knowledge and check pupils’ understanding of what is being learned, including through effective questioning. In some lessons, teachers successfully adapt the curriculum to meet the needs of all learners. This includes providing additional support for pupils who need it and opportunities to deepen learning. However, this is not consistent across the school. Staff in some subjects do not review and assess learning precisely. As a result, misconceptions are sometimes not addressed, and gaps in learning remain. School and trust leaders are working to ensure that teaching is consistently effective and meets the needs of all pupils.

p.3

Curriculum and teaching Expected standard

The school develops pupils’ basic knowledge well. When pupils join the school without the skills they need, leaders quickly identify this and put appropriate actions in place. This is particularly the case in mathematics. While pupils generally develop the ability to write well, leaders have identified that more needs to be done to further improve pupils’ writing skills across the curriculum.

p.3

Inclusion Expected standard

Ashfield School is a welcoming and inclusive school. Leaders are ambitious for all pupils. They work effectively with a range of agencies to ensure that pupils receive the support they need, including pupils with special educational needs and/or disabilities (SEND). Pupils with physical disabilities are supported by staff to access all aspects of the curriculum.

p.3

Inclusion Expected standard

The school identifies the needs of pupils with SEND accurately. Staff are trained to help pupils overcome barriers to learning. The school uses a range of strategies, resources and interventions to help pupils access the curriculum securely. However, leaders have not ensured that they consistently have the information they need to evaluate the provision for pupils with SEND. They have recognised this, and early steps to address it are underway. The school has a well ‑ informed strategy to ensure that pupil premium funding supports disadvantaged pupils effectively. This work has a positive impact on pupils. Disadvantaged pupils achieve well and in some cases outperform national averages in external examinations.

p.3

Inclusion Expected standard

The school works with the agencies involved in supporting children in care so that staff understand pupils’ individual needs, and pupils are well supported when they start at the school. Leaders use alternative provision appropriately to provide pupils with the help they need.

p.4

Leadership and governance Expected standard

The school has recently undergone changes to some senior leadership positions. Leaders have quickly established the school’s priorities and understand the areas of practice that require refinement. They have set out a clear vision for the future. Trustees and governors have an accurate view of the school’s strengths and priorities. They support staff well in working towards the school’s ambitious aims.

p.4

Leadership and governance Expected standard

The trust offers a comprehensive package of training and support that helps staff develop their professional expertise. Staff benefit from being part of the trust and have opportunities to share their learning and reflections with colleagues from other schools. Teachers at the early stages of their careers appreciate the high level of collaboration and the support they receive.

p.4

Leadership and governance Expected standard

Staff enjoy working at the school. They feel well supported regarding their workload and wellbeing. Parents are typically supportive of the school. However, leaders recognise the need to further improve communication with parents.

p.4

Leadership and governance Expected standard

Leaders have identified key areas that need greater consistency, including evaluating the impact of behaviour strategies, applying adaptations for pupils who struggle and ensuring a consistent approach to assessment and feedback. They recognise the importance of evaluating the impact of their actions and do so in many areas. There are, however, some aspects of the school’s work that would benefit from sharper oversight.

p.4

Personal development and wellbeing Expected standard

Leaders have ensured that there is a personal development programme in place that provides pupils with opportunities to understand and navigate life in modern Britain. Pupils know how to keep themselves safe, including online. They have a sound understanding of fundamental British values. Pupils learn about healthy lifestyles and relationships.

p.4

Personal development and wellbeing Expected standard

Pupils access a range of opportunities beyond the classroom. Leaders ensure that disadvantaged pupils benefit from the wider offer, including participating in trips, visits and extra-curricular activities. Pupils take part in dance club, clay club and gaming club, and they speak with great enthusiasm about their involvement in school productions. The school has received recognition from the National Theatre Awards for its productions and engagement.

p.4

Personal development and wellbeing Expected standard

Pupils value the opportunities they have to contribute to the community, both within school and beyond. They enjoy being part of the school council and eco committee, and they recognise the impact they have in helping leaders consider the views of the pupil body. Pupils carry out these roles with pride. Older pupils act as positive role models to younger pupils, mentoring them and offering advice and support. As a result, pupils feel that the school is a friendly and supportive place.

p.4

Personal development and wellbeing Expected standard

The school provides a comprehensive careers programme that prioritises raising pupils’ aspirations. Pupils are well informed about the opportunities available to them when they leave school. The information and guidance they receive, alongside the school’s personal development programme, helps ensure that they have the knowledge and experiences they need to move on to their next steps with confidence.

p.5

Personal development and wellbeing Expected standard

Pupils demonstrate respect towards people of different backgrounds and cultures. However, some pupils are unable to demonstrate secure knowledge of world religions. Leaders have identified this as a school improvement priority.

p.5

What it's like to be a pupil at this school

Developing high aspirations for every pupil guides all decisions at Ashfield School. Pupils are encouraged to be ambitious and to make a positive contribution to the world around them. Staff support pupils well and help them overcome any challenges to their learning or wellbeing. Most pupils attend regularly. They enjoy opportunities to develop their talents and interests both in and beyond the classroom. This includes taking part in award ‑ winning theatre productions, which help pupils build confidence and performance skills.

p.5

What it's like to be a pupil at this school

Pupils are happy and feel safe. They are encouraged to be themselves and to treat others with respect. Pupils live up to these expectations and do not worry about bullying. They speak positively about the support they receive from staff and know who to turn to if they have any concerns. Pupils benefit from a well ‑ planned pastoral system. They usually work with focus and purpose. Classrooms are calm and orderly.

p.5

What it's like to be a pupil at this school

Pupils want to succeed in their learning. They are motivated to achieve and enjoy their lessons. Most pupils do well in their studies, including in national tests. In most lessons, pupils take part actively and link new learning to what they already know. Students in the sixth form achieve highly. They study a range of courses that help them move on to their chosen next steps, including both vocational and academic routes. Sixth ‑ form students benefit from a dedicated learning environment and specialist staff.

p.5

What it's like to be a pupil at this school

Pupils are encouraged to take on leadership roles across the school, and they value these opportunities. Staff and pupils work together to build a strong sense of community. Older pupils support younger pupils, and sixth ‑ form students coach and mentor them. This helps create a harmonious atmosphere across the school. Pupils also benefit from well ‑ planned careers guidance, which gives them a clear understanding of the world of work.

p.5

Next steps

• Leaders should improve their oversight and analysis to better understand the impact of their work on pupils’ behaviour and on the strengthening of support for pupils with special educational needs and/or disabilities. • Leaders should ensure that staff consistently adapt their teaching to provide appropriate support for pupils who need additional help, while also offering sufficient challenge for pupils to deepen their learning. • Leaders should continue to develop the school’s approach to assessment and feedback so that misconceptions are addressed promptly and pupils do not repeat the same errors over time.

p.6

About this inspection

This school is part of the Two Counties 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), Wesley Davies, and overseen by a board of trustees, chaired by Karen Potts.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with senior leaders including the headteacher, middle leaders, trustees and a representative of the local governing body during the inspection. The lead inspector also met with the CEO and other trust leaders.

p.6

About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school makes use of 2 registered and 4 unregistered alternative providers.

p.6

Lead inspector:

Roxanne Fearns-Davies, His Majesty's Inspector

p.7

Team inspectors:

Gulbanu Kader, Ofsted Inspector Javier Sanchez-Garcia, Ofsted Inspector April Wright, Ofsted Inspector Gary Carlile, Ofsted Inspector Louisa Morris, Ofsted Inspector Damian Painton, Ofsted Inspector

p.7

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.7

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England. National average: 1,153

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.8

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.9

English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

p.9

(provisional)

2023/24 (final) 43.4% 45.9% Close to average

p.9

(provisional)

2022/23 (final) 49.0% 45.3% Close to average

p.9

Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.9

(provisional)

2023/24 (final) 45.4 45.9 Close to average

p.9

(provisional)

2022/23 (final) 49.0 46.3 Close to average

p.9

Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.9

national average

2023/24 (final) -0.08 -0.03 Close to average

p.10

national average

2022/23 (final) 0.10 -0.03 Close to average

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

p.10

(provisional)

2023/24 (final) 24.7% 25.8% Close to average

p.10

(provisional)

2022/23 (final) 32.3% 25.2% Close to average

p.10

Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.10

(provisional)

2023/24 (final) 33.3 34.6 Close to average

p.10

(provisional)

2022/23 (final) 38.6 35.0 Close to average

p.10

Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.11

national average

2023/24 (final) -0.48 -0.57 Close to average

p.11

national average

2022/23 (final) -0.44 -0.57 Close to average

p.11

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.11

Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

p.11

Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

p.11

Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

p.12

Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

p.12

A-level average point score

The average points that students achieved per A-level entry.

p.12

national average

2024/25 (revised) 36.21 34.99 Close to average

p.13

national average

2023/24 (final) 34.16 34.38 Close to average

p.13

national average

2022/23 (final) 35.60 34.16 Close to average

p.13

A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

p.13

national average

2024/25 (revised) 0.1 0.0 Close to average

p.13

national average

2023/24 (revised) 0.0 0.0 Close to average

p.13

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.13

national average

2024/25 (2 term) 7.2% 8.1% Close to average

p.13

national average

2023/24 (3 term) 8.4% 8.9% Close to average

p.13

national average

2022/23 (3 term) 8.1% 9.0% Close to average

p.13

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.13

national average

2024/25 (2 term) 17.9% 21.9% Close to average

p.13

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.14

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.15