Astley CofE Primary School

Astley CofE Primary School

Address: School Lane, Astley, Stourport-on-Severn, Worcestershire, DY13 0RH Unique reference number (URN): 116864

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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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Early years Strong standard

The provision in the early years is of a very high quality indeed. Leaders have carefully designed a curriculum to ensure it meets the needs of all children. They check what children know from the moment they start their transition into school. Leaders use this knowledge to shape the curriculum offer. They identify gaps swiftly and use interventions to close them quickly. This, alongside effective teaching approaches, ensures all children make rapid progress from their starting points.

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Early years Strong standard

Children engage well in a safe and purposeful learning environment. This supports their development across all areas of learning. Staff know children well and use effective interactions and modelling to extend language, thinking and independence. Reading is a priority. Phonics is taught well by skilled staff. By the end of the Reception Year, children use their phonics skills accurately and confidently to decode words and write sentences. Children develop a suitable pencil grip, and many children form letters accurately. Adaptations made by staff ensure that all children can access learning. The classrooms and outdoor spaces are full of interesting activities. Rules and routines are well embedded. Children follow these with confidence and independence. Children learn to manage risks, for example when climbing or cooking. Staff work closely with families. Children are very well prepared for Year 1.

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Inclusion Strong standard

Leaders have created a highly inclusive culture that reflects the changing needs of their pupils. They have embedded systems that enable swift and accurate identification of pupils' needs. Leaders know their pupils well and have a clear understanding of their barriers. They use this knowledge to ensure well-targeted support. This enables pupils to learn effectively alongside their peers.

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Inclusion Strong standard

Leaders provide adaptations for disadvantaged pupils and those with special educational needs and/or disabilities through an effective and well-established approach. They select the right support at the right time. This helps reduce pupils' barriers to learning. Regular staff training supports this and means that the offer is consistently applied.

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Inclusion Strong standard

The use of additional funding is effective. Leaders adopt a whole-family approach. They understand the challenges families face and tailor provision accordingly. This includes access to breakfast club, uniform support and enrichment opportunities. Leaders monitor the impact of their strategy closely. They adjust the provision when needed. The school's work with external agencies and families helps to further shape the support pupils receive. As a result, pupils are well supported. Disadvantaged pupils access school life fully and equitably.

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Personal development and wellbeing Strong standard

Leaders at Astley have created a highly effective personal development programme, including relationships and sex education. Pupils know how to keep themselves safe online. They also learn about other risks, including road safety and mental health. There is an

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Expected standard

effective pastoral offer in place. Leaders adopt a 'right support at the right time approach' and reflect carefully on the impact this has on pupils, adapting it as needed.

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Expected standard

Leaders have carefully crafted their programme to ensure that it provides pupils with experiences that contrast their own lifestyles, for example working in partnership with an inner-city school. This helps pupils understand what life is like outside of their rural community.

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Expected standard

In worship, pupils talk about real-life questions, such as fairness, kindness, and right and wrong. They learn to respect people who have different families, cultures or religions. Pupils also build their social skills. They learn how to sort out small disagreements and take part in school events that celebrate fundamental British values. For example, pupils vote in elections to choose team captains.

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Expected standard

Pupil 'reflectors' routinely gather pupil voice and use feedback to improve their school. For example, they fundraised to buy a new bench for pupils to sit on at breaktimes.

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Expected standard

Outdoor learning is a key part of the school's offer. It helps pupils grow their confidence, solve problems and enjoy nature. Pupils show respect for their school grounds and the wildlife within it. Children in Reception made sure that a nesting duck was not disturbed during one session because 'she needs to rest before the ducklings hatch'.

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Expected standard

Leaders provide a wide range of clubs and trips for pupils to try. These include sports and arts. Leaders identify pupils who show talents and signpost parents to wider opportunities. All pupils are well prepared for life in modern Britain.

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Achievement Expected standard

Most pupils at Astley make steady progress as they move through the school. This includes disadvantaged pupils, pupils with special educational needs and/or disabilities and pupils who are known, or previously known, to social care. This is the result of typically effective teaching and learning in the school. The youngest children in the early years make rapid progress from their starting points, particularly in writing. Pupils build increasingly secure foundations in reading, writing and mathematics. This allows them to achieve well over time. There is some variability in the quality of handwriting, particularly for older pupils.

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Achievement Expected standard

By the time they leave Year 6, pupils' attainment, including disadvantaged pupils, is broadly close to national averages. This means that pupils are typically well prepared for the next stage of their education.

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Attendance and behaviour Expected standard

Leaders track pupils' attendance rigorously and know families well. They promote the importance of high attendance to pupils and families. There are clear systems in place to identify emerging patterns in pupils' absence. This enables leaders to take swift and effect action to provide the right support to help pupils attend well. As a result, most pupils, including those who are disadvantaged, sustain or improve their attendance over time. However, for pupils with special educational needs and/or disabilities, attendance is not as high as it should be. Some of these pupils face significant barriers. Leaders prioritise removing these and work alongside external agencies. Consequently, attendance for some of these pupils is improving. However, it remains below leaders' expectations.

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Attendance and behaviour Expected standard

Pupils behave well. The school actively promotes respect as one of its values. Pupils show this in the way they interact with each other, with staff and with their environment. All pupils understand the behaviour policy that leaders have established. Staff apply this consistently. They make suitable adaptations to the policy for pupils who need them. Pupils understand the rules and routines. Pupils generally show positive attitudes to their learning, but they do not always push themselves to achieve their best. Disruption in class is rare. Leaders do not tolerate bullying or any form of discrimination. Staff respond to incidents quickly and effectively. They help pupils to resolve conflict. As a result, pupils feel safe, supported and well cared for.

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Curriculum and teaching Expected standard

Leaders have made improvements to the curriculum and teaching approaches. They have a clear view of the school's strengths and areas for development. The curriculum is well sequenced, ambitious and clearly sets out what pupils need to learn. Teachers have good subject knowledge that enables them to deliver this effectively. Over time, most pupils secure core skills in reading, writing and mathematics. Teachers make appropriate adaptations to learning for pupils with special educational needs and/or disabilities or pupils who face challenges in their lives. This reduces barriers to learning effectively. However, sometimes activities do not precisely match pupils' needs. For some, particularly the most able pupils, learning does not challenge them enough. This means they do not always achieve as well as they could across the curriculum. Misconceptions are generally addressed well in lessons. However, sometimes errors are not consistently corrected in

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Curriculum and teaching Expected standard

Across the wider curriculum, leaders ensure that teachers choose tasks that help pupils learn key ideas. Typically, pupils talk confidently about their learning. They can recall information and apply this to new concepts. For example, pupils linked their learning about shelters in design and technology to prior knowledge about settlements across the world in geography.

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Leadership and governance Expected standard

Leaders are passionate, driven and have pupils' best interests at the heart of everything they do, particularly pupils who are disadvantaged, those with special educational needs and/or disabilities or those who have had support from children's social care. They know the school’s strengths well and understand what needs to improve further. Leaders are clear about their priorities. These include strengthening and refining the school's approach to writing, raising achievement of the most able pupils and keeping attendance high.

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Leadership and governance Expected standard

Governors know the school and its priorities well. They ask challenging questions about pupils' progress, safety and the impact of additional funding. Governors also support leaders to ensure improvements continue. They are proud to be part of the school community and carry out their statutory duties effectively.

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Leadership and governance Expected standard

Leaders have positive relationships with parents and carers. They know families well. Parents are typically complimentary about how the school supports their pupils. Staff feel valued and supported by a leadership team that cares about their wellbeing and workload. Leaders have developed an effective programme of professional learning. They have maximised this offer by working with other local schools and professionals. This ensures staff have the expertise they need to meet the needs of all pupils.

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

Pupils love coming to Astley Church of England Primary School. Warm, trusting relationships with adults help pupils to feel safe and ready to learn. Pupils feel that they belong in this caring and inclusive school. Everyone in the school actively embodies the school's values of love, respect, courage and joy that underpin its ethos. Pupils attend regularly and enter school calmly. For pupils who need them, personalised routines help them to have a positive start to the day.

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

Pupils typically behave well. Bullying is rare. Pupils say staff quickly deal with any issues that occur. Pupils listen attentively and do what staff ask of them. Social times are positive and include everyone. For example, at the end of lunchtimes, pupils lead the whole school in a dance routine. This enables them to be calm and ready to learn in the afternoon. There is a culture of mutual respect and care between pupils. This helps all pupils to flourish.

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

Pupils enjoy many aspects of their learning, including reading and mathematics. However, some pupils find learning too easy. The outdoor learning sessions are a strength of the school's offer. These activities teach pupils resilience and allow them to take appropriate risks. As a result, pupils quickly develop confidence and learn how to keep themselves safe in the countryside environment.

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

Leaders give pupils opportunities outside of the curriculum. Pupils speak enthusiastically about the residentials, trips and clubs that the school offers. There are chances for them to have leadership roles in school, for example as team captains. This helps pupils develop confidence. At the end of key stage 2, pupils typically achieve well. They leave school well prepared for their next stage of learning.

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Next steps

Leaders should ensure staff's expectations of pupils' behaviour and what they can achieve are consistently high so that pupils develop dedication to their learning and achieve as well as possible across the curriculum.

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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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91

Leaders should ensure that teachers adapt tasks and activities precisely so that learning is consistently well matched to pupils' needs and provides challenge so all pupils achieve as well as they should.

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About this inspection

The chair of the board of governors in this school is Lisa Screen.

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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 spoke with leaders, staff, pupils, parents, governors, a representative of the the local authority and representative from the diocese during the inspection.

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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. It is in the Diocese of Worcester. Its last section 48 inspection was 21 May 2025.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Headteacher: Tracie Langfield Well below average

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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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average

2022/23 (final) 57% 60% Close to average

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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

2024/25 (final) 70% 75% Close to average

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average

2022/23 (final) 71% 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 (final) 70% 72% Close to average

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average

2023/24 (final) 71% 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

2024/25 (final) 70% 74% Close to average

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average

2023/24 (final) 80% 73% Close to average

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average

2022/23 (final) 79% 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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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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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

2024/25 (3 term) 5.2% 5.2% Close to average

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national average

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

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national average

2022/23 (3 term) 5.2% 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

2024/25 (3 term) 9.9% 13.0% 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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