Mears Ashby Church of England Primary School

Mears Ashby Church of England Primary School

Address: North Street, Mears Ashby, Northampton, Northamptonshire, NN6 0DW Unique reference number (URN): 143950

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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.

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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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Curriculum and teaching Expected standard

The school’s curriculum is well organised. Content is taught in a logical order. It builds cumulatively over time. It makes clear what pupils are expected to remember.

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Curriculum and teaching Expected standard

Teachers deliver the curriculum effectively. Lessons are typically engaging and support pupils to retain information. Teachers use appropriate activities and resources. Generally, teachers make sound decisions about what to do next and check carefully how well pupils understand what is being taught. They make effective changes when needed. Their explanations are clear and concise. Teachers ensure that pupils with special educational needs and/or disabilities receive the support needed to learn the curriculum well.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of where teaching is effective and where further training is required. They check carefully that teachers’ training is bringing about the intended improvements. Leaders' work to strengthen teaching has had a demonstrable, positive impact.

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Curriculum and teaching Expected standard

In phonics and reading, gaps in pupils' knowledge are identified and addressed promptly, so pupils are usually well prepared for new content. However, there are some gaps in pupils’ writing and mathematics knowledge that slow their learning down.

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Early years Expected standard

Children get off to a great start in the early years. They benefit from rich interactions that help them to feel secure and to grow in confidence. Staff model speaking, listening and using words accurately with skill. They use well ‑ focused questioning to probe and extend children’s learning. Well-established routines help children to increase their attention. Children respond positively to both adults and peers alike.

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Early years Expected standard

Communication and language are prioritised. Staff encourage full ‑ sentence responses and the use of new vocabulary. Well-tailored one ‑ to ‑ one support is provided for children who need extra help to do this. Leaders have a robust transition programme, including home visits. This helps ensure that staff work effectively with parents from the start.

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Early years Expected standard

The curriculum is well sequenced. It builds incrementally from pre-school to the end of the Reception Year. It prepares children well for what they will go on to learn in key stage 1. The phonics programme is taught well. The books that children read are well matched to the sounds that they know. Books are prioritised. Children develop a love of reading.

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Early years Expected standard

Children regularly apply their learning in play, both in the classroom and outside. Independence and social development are well promoted. For example, children washing up after snack is a beautiful sight to behold.

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Inclusion Expected standard

The school knows its pupils well. Leaders and staff develop a secure understanding of pupils’ needs. They ensure that pupils receive the support they need to thrive. This includes pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils, those who speak English as an additional language and those who join the school mid ‑ year.

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Inclusion Expected standard

The school accurately identifies the needs of pupils with SEND and sets them precise and achievable targets. Staff check pupils’ progress closely and make adaptations quickly if support is not working as intended. Staff have received the training needed to understand pupils’ specific needs. They provide effective support.

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Inclusion Expected standard

Leaders value pupils’ views. They work closely with parents and external agencies to ensure that the help provided is of the highest quality.

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Inclusion Expected standard

Staff know which pupils are disadvantaged and prioritise their support. Leaders' strategy for supporting disadvantaged pupils is fit for purpose. It clearly outlines how pupils will be helped through well ‑ chosen actions based on nationally recognised effective practice. Leaders carefully monitor the impact of these actions.

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Inclusion Expected standard

The school uses alternative provision appropriately. It makes sure that placements are safe and have a clearly outlined purpose. Their effectiveness is reviewed regularly.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school’s strengths and what needs to be improved. Their actions have had a demonstrable impact. Leaders have secured improvements in mathematics, phonics, the curriculum and the quality of teaching. They have created a culture in which all pupils are understood and well cared for.

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Leadership and governance Expected standard

The trust provides tailored and balanced challenge and support. It has ensured that the school works openly with external professionals effectively. Trustees have clear and accurate oversight of the school. They fulfil their statutory duties well and receive appropriate information about the life of the school.

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Leadership and governance Expected standard

Leaders aim for all pupils to ‘live life in all its fullness’. This is widely understood and strived for. All decisions at the school have pupils’ interests at heart. Leaders have built a committed and hardworking team of staff. Staff are proud to work at the school. They confirm that their workload and wellbeing are prioritised. The school’s training offer ensures that staff, including early career teachers, are supported to carry out their duties effectively.

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Leadership and governance Expected standard

Leaders check the effectiveness of their actions closely. However, they do not evaluate precisely enough the impact of their work on all groups of pupils.

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Leadership and governance Expected standard

Parents and carers typically hold the school in high regard.

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Personal development and wellbeing Expected standard

A coherent programme for personal development enables pupils to develop their spiritual, moral, social and cultural understanding effectively. Pupils talk confidently about the school’s values of courage, love, friendship, compassion, trust and perseverance. They explain how these guide their choices. Pupils describe the school as a big family and value the strength of the relationships they have with staff and one another.

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Personal development and wellbeing Expected standard

Pupils know the difference between right and wrong. They recognise that everyone should be treated fairly and respectfully. They understand how being ready, respectful and safe helps them behave and learn well. Pupils listen to and engage positively with the views of others.

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Personal development and wellbeing Expected standard

The personal, social and health education curriculum is well-organised. Content builds cumulatively over time. Pupils know how to stay physically and mentally healthy. They know what constitutes healthy and unhealthy relationships. Pupils learn how to stay safe online and in the community. They know what to do if they or a friend need help or support. Pupils develop their social skills well. They play cooperatively. Those who need additional support benefit from nurture sessions. Pupils say they feel safe and well looked after.

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Personal development and wellbeing Expected standard

Pupils have a well-developed understanding of fundamental British values. For example, they can explain democracy and the rule of law with confidence. Older pupils show mature attitudes towards equality. They know that everyone should be treated with respect and are clear that discrimination is not tolerated in their school.

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Personal development and wellbeing Expected standard

The school offers a wide range of extra ‑ curricular opportunities, including art, dance, choir, multiplication club and music ‑ based activities. Leaders check participation carefully to ensure that all pupils, including disadvantaged pupils, benefit from these equally. Opportunities for pupil leadership roles are increasing, with older pupils leading sports activities and contributing to the work of the school council.

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Achievement Needs attention

Some pupils have gaps in their knowledge, particularly in mathematics and handwriting. These gaps slow their progress and prevent them from achieving as highly as they could. Leaders have recognised this and established how this will be addressed. This work is at an early stage and has not yet secured the necessary improvements. However, in most subjects, pupils remember their learning well. For example, Years 3 and 4 pupils spoke confidently about their work on Ancient Egypt from several terms ago.

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Achievement Needs attention

Pupils’ outcomes in national assessments at the end of Key Stage 2 are broadly in line with national averages. Outcomes in the multiplication tables check have improved significantly and now match national expectations. The proportion of disadvantaged pupils at the school is small. As such, there is no published data for outcomes. However, they typically keep up with their peers. Recent improvements in the school’s phonics programme mean that current pupils are achieving well. They show fluent understanding of the link between how to write letters and the sound they make when reading. However, this is not yet reflected in phonics screening check outcomes.

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Attendance and behaviour Needs attention

Too many pupils, particularly some disadvantaged pupils, continue to miss too much school over long periods. Leaders are working hard to improve pupils' attendance, and this remains a key priority. Staff follow up absences promptly and offer support. This has led to some early signs of improvement. However, leaders acknowledge that there is more work to do. In a small number of cases, the reasons provided for absence are not checked closely enough.

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Attendance and behaviour Needs attention

The school’s recently updated behaviour policy is working well. The principles of being ‘ready, respectful and safe’ are well understood and actively promoted. Staff and pupils report notable improvements in behaviour. In lessons, pupils show positive attitudes and listen attentively. Outside, they play cooperatively, with older pupils taking pride in supporting younger ones. Pupils are motivated by rewards such as moving their peg up the rainbow chart and ‘pegging off’ beyond ‘outstanding’. The ‘Golden Peg’ is much sought after. Pupils understand how ‘stop, think, do’ and ‘time to reflect’ help them consider the impact of their behaviour. Pupils who need additional support receive it appropriately. More serious incidents are managed swiftly and robustly.

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

As one pupil summed up, ‘This is a small school with a big family feel.' The school’s values of courage, love, friendship, compassion, trust and perseverance are understood well and strived for daily.

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

Mears Ashby Church of England is an improving school. Phonics, behaviour and support for pupils with special educational needs and/or disabilities (SEND) have all been strengthened of late. More pupils are reaching the standards expected in national assessments. Teachers adapt lessons to meet the needs of pupils, including those with SEND. Pupils are happy, safe and eager to work hard. They enjoy learning. However, some pupils have gaps in their knowledge, particularly in handwriting and mathematics, that slow their learning down. Leaders have identified and are tackling this, but their work is in its early stages. Also, pupils' overall attendance remains too low, especially for disadvantaged pupils, who miss too much school.

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

Relationships between pupils and staff are consistently positive. Pupils are well cared for. They behave well. They understand the school's high expectations of being ‘ready, respectful and safe’. Breaktimes are social occasions. Pupils make good use of the well ‑ resourced outdoor areas, including the peace garden, trim trails and field areas. They are motivated by the rewards on offer, including moving their pegs through the rainbow chart and striving for the highly prized ‘golden peg’. Those who need extra help to do this are supported well. Bullying is rare. However, pupils know what it is and the forms that it can take. They know how to raise concerns and trust that adults would act on them if necessary. Pupils are well prepared for life beyond school. They develop an age ‑ appropriate understanding that everyone is unique and people have different needs. Pupils have an impressive grasp of fundamental British values.

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Next steps

Leaders should embed and refine their work to improve pupils' attendance, especially for disadvantaged pupils. Leaders should ensure that gaps in pupils' learning are consistently identified and addressed to improve all aspects of pupils' mathematics, letter formation and handwriting. Leaders should evaluate the impact of their actions on the full range of groups of pupils at the school more precisely.

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About this inspection

This school is part of Peterborough Diocese Education 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), Ruth Walker-Green, and overseen by a board of trustees, chaired by Andrew Scarborough.

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About this inspection

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

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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.

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About this inspection

Inspectors held meetings with the headteacher, the trust's academy improvement officer, the special educational needs coordinator (SENCo), trustees and the trust's governance professional. An inspector also met with the CEO.

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About this inspection

The school uses one alternative provision, which is unregistered.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. The most recent section 48 inspection of the school, which is an inspection of the school’s religious character, took place in January 2024

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About this inspection

The school has undergone significant changes since the last inspection. There have been 2 changes to the leadership structure. Shortly after the last inspection, the existing headteacher became executive headteacher, with responsibility for 3 schools, including Mears Ashby. In September 2024, there was a further restructure, and the head of school was promoted to headteacher, who is the current postholder. There have also been new appointments to the roles of SENCo and chair of the board of trustees.

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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.

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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.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 78% 74% Close to average

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average

2022/23 (final) 73% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 77% 72% Close to average

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average

2023/24 (final) 78% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 78% 73% Close to average

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average

2022/23 (final) 73% 73% Close to average

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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.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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.

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national average

2023/24 (3 term) 5.9% 5.5% Close to average

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national average

2022/23 (3 term) 6.4% 5.9% Close to average

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Persistent absence

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

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national average

2023/24 (3 term) 12.3% 14.6% Close to average

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national average

2022/23 (3 term) 14.5% 16.2% Close to average

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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