Ashwell Primary School

Ashwell Primary School

Address: Silver Street, Ashwell, Baldock, Hertfordshire, SG7 5QL Unique reference number (URN): 117084

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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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Attendance and behaviour Strong standard

The school provides a highly supportive environment for its pupils. Attendance remains consistently high and reflects pupils’ clear enthusiasm for coming to school. Pupils arrive punctually each morning, well prepared and ready to learn. Leaders and staff greet families daily, offering a warm and familiar presence. This strengthens relationships and builds trust. Staff give calm, sensitive support to any pupils who need help to settle at the start of the day, ensuring they move smoothly towards their classrooms. As a result, pupils enter school promptly and begin learning without interruption. These well ‑ established routines help families overcome any challenges linked to regular attendance.

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Attendance and behaviour Strong standard

Leaders uphold clear and ambitious expectations for pupils’ behaviour and conduct. Pupils respond positively because staff apply the school’s behaviour systems consistently. From the early years onwards, well ‑ established routines ensure pupils know precisely what is expected of them. As a result, behaviour across the school is calm, orderly and respectful. This creates a highly positive climate in which incidents, including bullying or any form of discriminatory behaviour, are not tolerated. Staff make thoughtful and appropriate adjustments for any pupils with special educational needs and/or disabilities who need them, enabling these pupils to meet expectations over time and participate successfully in classroom activities without lowering standards.

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Early years Strong standard

The early years provision gives children a highly nurturing and effective start to school. From Nursery to Reception, staff create a calm, purposeful and welcoming environment that helps children settle quickly and feel safe. Staff plan learning with care and provide high-quality activities that build children’s knowledge and understanding. Children develop strong levels of concentration. Staff support children’s communication and language well by modelling precise vocabulary, extending children’s responses and revisiting key language.

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Early years Strong standard

Staff build positive and trusting relationships with parents and carers. This helps them gain a clear understanding of children’s starting points.

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Early years Strong standard

Reading is a priority from the beginning. Phonics is taught consistently well. Early reading and writing skills are taught every day, with extra chances for children to practise this knowledge through play. Staff understand children’s needs well. When needed, they adapt provision thoughtfully, especially for children with special educational needs and/or disabilities (SEND) and those who are disadvantaged. The early years curriculum is well sequenced and closely matched to children’s individual needs. It provides a strong foundation that helps all children learn well. As a result, children, including those who are disadvantaged and those with SEND, are very well prepared for their future learning in Year 1.

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Inclusion Strong standard

Inclusion lies at the heart of the school’s work. Leaders and staff have established a culture which helps pupils develop a strong sense of belonging. Pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, benefit from their wellbeing and individual needs being given high priority. Positive and trusting relationships with staff help pupils feel safe and ready to learn. Pupils who require additional social or emotional support receive timely and effective help.

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Inclusion Strong standard

Leaders ensure that barriers to learning and/or wellbeing are identified quickly and accurately. Leaders use systems to check and assess pupils’ progress accurately. They use this and other information to review pupils' provision regularly. This enables leaders to ensure that support for individual pupils remains effective. As a result, pupils with SEND, vulnerable pupils and those facing additional barriers to learning achieve well from their starting points. Pupils learn successfully alongside their peers as a result of being given suitable support. Well-considered training for staff ensures that they have the expertise needed to support pupils.

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Inclusion Strong standard

Leaders use additional funding for disadvantaged pupils effectively and evaluate its impact. This ensures that disadvantaged pupils make steady progress, attend regularly and participate fully in all aspects of school life.

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Leadership and governance Strong standard

Leaders and governors are highly ambitious for the school and the community it serves. Pupils and families are at the centre of the decisions they make. Leaders use the information they gather from checks on pupils’ progress to make astute strategic decisions and adapt provision to meet pupils' changing needs. As a result, all pupils, including those with special educational needs and/or disabilities, benefit from a high-quality education and nurturing support. Leaders and governors act in the best interests of all pupils. Pupils flourish, and develop the confidence and resilience they need to embrace new challenges.

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Leadership and governance Strong standard

Governors ensure they have the range of skills needed to fulfil their role. Governors provide leaders with effective support and challenge. This helps leaders respond quickly to any areas they have identified for improvement. It also enables leaders to sustain areas that are already strong, such as pupils’ learning in phonics and the high proportion of pupils achieving well at the end of key stage 2.

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Leadership and governance Strong standard

The school’s well-considered programme of continuing professional development helps staff maintain and further develop the skills and knowledge they need to be successful in their roles. Staff know that leaders are mindful of their workload and wellbeing. Leaders engage well with the local community and with other schools. Parents and carers are overwhelmingly positive about many aspects of the school’s work.

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Personal development and wellbeing Strong standard

Leaders place a sharp focus on pupils’ personal development. They have created a clear and well ‑ planned programme that meets pupils’ needs and fits the context of their lives. This

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Expected standard

starts in the early years, where children are well supported in their personal, social and emotional growth. Leaders continue to adapt the programme so that pupils build the knowledge and skills they need as they move through the school. For example, pupils in Year 5 and Year 6 can share confidently what they have learned about resolving conflict. They explain how this helps them resolve friendship issues when they happen, without needing adults to step in.

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Expected standard

Pupils learn about relationships in a way that matches their age and level of understanding. This helps them know what healthy and unhealthy relationships look like. They also learn how to keep themselves safe, both online and in the local community.

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Expected standard

Pupils enjoy taking active roles in the school and the wider community. They help with projects such as promoting safe driving near the school and speaking with older members of the community. They are proud of the leadership roles they hold. These include school councillors and wellbeing ambassadors. Pupils know their voice matters. These experiences help them grow in confidence and develop a strong sense of responsibility.

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Expected standard

Pupils understand and celebrate difference. Leaders and staff support this through the curriculum and through themed events, such as Neurodiversity Awareness Days. Pupils use what they learn to support others.

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Expected standard

Pupils speak positively about the many clubs and activities available to them. These help them explore interests such as quiet mindfulness, basketball and creativity. Pupils enjoy taking part in sports tournaments with other schools.

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Expected standard

Leaders provide highly effective pastoral support when pupils need it. Pupils say that the ‘Chill and Chat’ club gives them a safe space to talk about their worries.

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Achievement Expected standard

Pupils progress well through the curriculum. Pupils demonstrate a secure understanding of what they have learned across the curriculum. Most pupils acquire the essential knowledge needed for the next stage of their education. A notable proportion of pupils achieve highly. By the end of Year 6, pupils’ achievement is consistently above national levels in reading and mathematics as well as the higher standard for writing.

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Achievement Expected standard

Work in pupils’ books shows that there is a rapid improvement in the proportion of pupils writing at the expected level. However, some pupils do not always write as well as they can. This is because staff do not always ensure they do so.

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Achievement Expected standard

In early reading, outcomes are positive. Pupils in the early years and key stage 1 typically develop secure phonics knowledge and learn to read fluently. Pupils who need additional help to learn to read receive effective support. As a result, most of them catch up with their peers. Disadvantaged pupils and pupils with special educational needs and/or disabilities typically achieve well from their starting points.

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Curriculum and teaching Expected standard

Leaders have improved the curriculum since the previous inspection. All subjects are now structured so that pupils build on their previous learning as they progress through the school.

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Curriculum and teaching Expected standard

The teaching of reading and of mathematics is a strength. Pupils learn to read with confidence because phonics is taught systematically and with precision. Teachers use regular practice and well ‑ structured teaching to help pupils recall key number facts with growing accuracy and confidence. Pupils are increasingly secure in their knowledge of multiplication tables.

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Curriculum and teaching Expected standard

Typically, the teaching of writing is effective. This results in pupils learning each element of writing in a suitable order. Sometimes, staff do not have high-enough expectations of pupils’ ability to write. Leaders have provided staff with training to enable them to check pupils' written work accurately and raise expectations. Consequently, staff are beginning to check pupils' written work in a way that helps pupils learn to write increasingly well.

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Curriculum and teaching Expected standard

As a result of close monitoring and effective evaluation, leaders have an astute, accurate understanding of the quality of the curriculum and teaching. Staff receive regular, research- informed training that deepens their subject knowledge. This helps teachers deliver subjects across the curriculum effectively, and in some subjects, very effectively.

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

Pupils are proud that they attend this village school. They demonstrate curiosity, enthusiasm and pride. Pupils learn successfully and with enjoyment. They are well prepared for their next stage of education. Pupils have consistently high outcomes in almost all national assessments. They benefit from learning a broad and well-resourced curriculum. The curriculum supports pupils' learning beyond the classroom. For example, pupils develop their knowledge of local history and geography through field trips.

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

Pupils have opportunities to develop and celebrate their talents and interests. These include the school choir, competitive sports events and instrument lessons. The school’s termly ‘open mic’ showcases are valued by pupils because they get to perform to their peers and to staff. Pupils develop their confidence, resilience and ability to take risks in a range of ways. These include children in Nursery and Reception taking part in 'Welly Wednesdays' and 'Forest Fridays'. Older pupils attend residential trips suitable for their age.

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

Pupils have a secure understanding of how to keep themselves safe, both in school and in the wider community. They speak confidently about online safety. They know how to recognise risks and report concerns. Bullying is rare. Pupils are confident that when behaviour issues do arise, staff will deal with them quickly and effectively. Pupils learn to understand and appreciate the views of others. They learn and develop an understanding of fundamental British values and learn to debate ideas maturely. For example, older pupils were able to lead their own discussion about whether the voting age should be lowered to 16 years of age.

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

Pupils with special educational needs and/or disabilities, disadvantaged pupils and those with barriers to wellbeing and/or learning are fully included in the life of the school. Staff know pupils’ needs well and use targeted approaches that help them learn effectively.

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Next steps

Leaders should further support staff to raise their expectations of pupils’ writing so that more pupils consistently produce writing that reflects what they are capable of. Leaders should continue to develop their strategy to ensure pupils consistently produce high-quality work across the curriculum.

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About this inspection

The chair of the board of governors in this school is Diane Jacoutot.

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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 the headteacher and the deputy headteacher, as well as several other leaders. They also spoke with representatives of the governing body, met with a range of staff and spoke to a representative of the local authority. Inspectors carried out learning walks across the school in a range of subjects and reviewed pupils’ work. They met with groups of pupils and observed social times. Inspectors examined a range of school documents, including those related to the curriculum, school improvement, safeguarding, behaviour, attendance and governance.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not currently use any alternative provision.

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Lead inspector:

Mark Carter-Tufnell, His Majesty's Inspector

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Team inspectors:

Lucille Pollard, Ofsted Inspector Stephanie Wilcox, Ofsted Inspector

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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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average

2023/24 (final) 65% 61% 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

2023/24 (final) 77% 74% 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) 78% 72% Close to average

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average

2023/24 (final) 69% 72% Close to average

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average

2022/23 (final) 71% 71% 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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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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national average

2023/24 (final) 33% 46% Close to average

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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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average

2023/24 (final) 67% 62% Close to average

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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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average

2023/24 (final) 50% 58% Close to average

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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

2023/24 (final) 67% 59% Close to average

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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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Persistent absence

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

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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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