Ashfield Infant & Nursery School

Ashfield Infant & Nursery School

Address: Newlands Lane, Workington, Cumbria, CA14 3JG Unique reference number (URN): 112146

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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 Expected standard

Leaders maintain a detailed overview of attendance. They quickly identify pupils who do not attend as regularly as they should and take swift action to address this. Leaders work effectively with other professionals to support parents and carers who face difficulties in ensuring that their children attend school regularly. These actions help to reduce absence. Pupils’ attendance is in line with national averages.

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Attendance and behaviour Expected standard

Leaders have established clear expectations for behaviour. Staff regularly remind pupils of these expectations and help them meet them. Leaders and staff quickly identify pupils who find it difficult to manage their behaviour or emotions. They provide focused support and teach strategies to help pupils manage these successfully. Staff and leaders take seriously any concerns from pupils or parents and carers about unkind or discriminatory behaviour. They take appropriate action to address these concerns.

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Attendance and behaviour Expected standard

Pupils generally behave well. They are friendly and respectful towards one another, staff and visitors. Bullying is rare. However, leaders ensure that pupils understand what bullying is and know how to report it if it occurs. Pupils engage well in lessons and demonstrate positive attitudes to learning.

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Early years Expected standard

Leaders understand the importance of the early years in providing a secure foundation for children’s future learning. They have developed a clear and ambitious early years curriculum that defines what children should know. Staff deliver the curriculum well. They promote different areas of learning through their interactions with children. For example, as children explore toy animals in the sand, staff introduce new vocabulary and discuss the climates where the animals might live. They also use the opportunity to promote the children’s mathematics skills as staff encourage the children to count the animals and to describe their size.

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Early years Expected standard

Staff are alert to children in the early years who face barriers to their learning or wellbeing. They ensure that these children receive focused teaching from staff to support them. This helps these children to make positive progress from their starting points. As a result, children are well prepared for the next stage of learning. Children typically achieve well in the early years.

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Early years Expected standard

Staff meet children’s personal needs well. They encourage children to develop their independence and teach them how to manage their emotions. Children get along well with their peers and enjoy interacting with staff. They are confident, happy and secure at school.

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Personal development and wellbeing Expected standard

Leaders have established a broad personal development programme. It reflects the school's vision for pupils to embark on ‘an incredible journey’. The programme provides opportunities to broaden pupils’ experiences, develop their curiosity and build their confidence. Leaders

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Needs attention

carefully check that no barriers prevent pupils from accessing these opportunities. They make adaptations to ensure that all pupils, including those with special educational needs and/or disabilities, participate fully in the personal development programme and the wider opportunities available.

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Needs attention

Pupils develop an understanding of their individuality in a diverse society. They learn that everyone is equal and deserves respect. Pupils demonstrate an age-appropriate understanding of how the school’s values link to fundamental British values.

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Needs attention

Leaders identify pupils who need additional support with their personal development. Staff deliver a range of programmes and provide tailored support. This helps pupils understand and manage their emotions and has a positive impact on their wellbeing.

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Needs attention

Leaders ensure that pupils understand how to recognise risks and keep themselves safe. For example, pupils learn how to cross roads safely and how to stay safe online. Leaders teach pupils the importance of sharing any worries with a trusted adult so that they can receive support when they need it.

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Needs attention

Leaders promote pupils’ understanding of citizenship. Pupils develop confidence through their leadership roles. They are proud of the contribution they make to improving the school and supporting the wider community. For example, pupils raise money for charities and support their peers as playground leaders. As school councillors, pupils contribute to decisions about school meals.

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Needs attention

Leaders develop pupils’ understanding of the wider world through educational visits. These include visits to places of worship, museums, theatres, farms and aquariums. Pupils also learn new skills through activities such as wheelchair basketball and taekwondo.

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Achievement Needs attention

While pupils achieve well in some areas of learning, they are not as well prepared for key stage 2 as they should be when they leave the school. This includes pupils with special educational needs and/or disabilities (SEND) and those who face other challenges in their learning. Children in the early years generally develop the knowledge they need for Year 1. However, pupils’ progress in key stage 1 is less consistent, particularly in subjects beyond English and mathematics. Pupils remember the activities they complete but find it difficult to remember the important learning from them. Some pupils have gaps in their knowledge and understanding. Others who are ready for more demanding work do not develop their understanding as deeply as they could.

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Achievement Needs attention

Pupils develop confidence in reading and writing. This is reflected in the school's outcomes in the national phonics screening check, which are typically in line with national averages. Pupils also progress well in handwriting, spelling and number skills. Those who find these aspects difficult generally catch up over time.

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Curriculum and teaching Needs attention

Leaders have made changes to improve the curriculum and teaching. However, some aspects still need further development. The curriculum is broad and ambitious. However, in some subjects, leaders do not clearly identify the key knowledge that they want pupils to learn. As a result, activities do not always focus closely enough on the most important learning. Staff do not consistently check what pupils understand and use this information to plan the next steps in learning. Although staff ask questions, more confident pupils often provide the answers. When this happens, staff do not routinely check that all pupils understand. In addition, staff do not consistently move pupils on to new learning when they are ready.

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Curriculum and teaching Needs attention

Staff adapt lessons to help pupils access the curriculum, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND). However, these adaptations do not always help pupils overcome the difficulties they face in learning. As a result, pupils do not consistently build their knowledge and understanding securely.

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Curriculum and teaching Needs attention

Staff develop pupils’ fluency in important skills, including spelling, handwriting and mathematics. They provide regular opportunities for pupils to practise these skills throughout the school day. The English curriculum, including phonics, is more securely established than other subjects. Staff support pupils well to develop their reading and writing.

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Inclusion Needs attention

Leaders identify pupils’ needs accurately. However, teaching does not always help pupils overcome the difficulties that affect their learning. This includes pupils with special educational needs and/or disabilities (SEND) and those who face other barriers to learning. Staff deliver programmes to support pupils who find it difficult to keep up with the curriculum. However, teachers do not always adapt lessons effectively so that all pupils can access learning successfully. As a result, some pupils, particularly those with SEND, do not build their knowledge securely.

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Inclusion Needs attention

Leaders provide a wide range of personal support that helps pupils maintain their wellbeing. Staff meet pupils’ sensory and emotional needs well. They ensure that pupils have access to appropriate resources, equipment and quiet spaces. These help pupils regulate their emotions and feel secure in school.

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Inclusion Needs attention

Leaders use additional funding carefully to improve the experiences of disadvantaged pupils. They identify the specific difficulties that these pupils face in their learning and personal development and provide support to address them. Leaders also make adjustments to ensure that all pupils can take part in the enrichment opportunities the school offers.

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Leadership and governance Needs attention

Leaders are taking appropriate steps to address inconsistencies in the curriculum and teaching. However, some of these actions are at an early stage and it is too soon to see their full impact. Leaders and governors have an ambitious vision for pupils that guides their work. They are bringing about positive changes across the school. However, they do not check some aspects of the school’s work closely enough. As a result, they do not ensure that improvements happen as quickly as they should.

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Leadership and governance Needs attention

Governors fulfil their statutory responsibilities. They ensure that they have the knowledge and skills needed to carry out their roles effectively. Governors receive a range of information about the school from leaders. They ask relevant questions about this information and about leaders’ actions to improve the school. However, governors are at an early stage of developing effective systems to check whether leaders’ actions are bringing about the intended improvements.

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Leadership and governance Needs attention

Leaders and governors monitor staff wellbeing carefully. They consider the effect that changes to the curriculum may have on workload. Leaders provide both personal and professional support for staff. Staff take part in training to develop their skills and expertise. They value opportunities to work with specialists and visit other schools to learn from effective practice. Leaders, staff and governors work positively with parents, carers and the wider community. They provide support for families and listen carefully to their views.

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

Pupils enjoy attending this welcoming school. They build positive friendships and look out for one another. At playtimes, pupils check whether anyone is standing with the ‘friendship bear’ and looking for someone to play with. When they notice someone waiting there, they quickly invite them to join their games.

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

Pupils develop secure relationships with staff and feel confident sharing their thoughts and feelings. Staff and leaders deal with any incidents of bullying or discriminatory behaviour quickly and effectively. Pupils feel safe in this caring and supportive school.

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

Pupils understand the school’s rules and routines. They generally follow them with support from staff. In lessons, pupils are keen to learn and eager to share what they know. Children in the early years receive effective support to develop confidence and independence quickly. Pupils’ attendance is broadly in line with the national average. They understand the importance of attending school regularly so that they do not miss important learning.

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

While children in the early years achieve well, the quality of learning varies across key stage 1. Pupils develop the knowledge and skills they need in phonics, reading and writing. However, in some other subjects, their understanding is less secure and they find it difficult to remember what they have learned. Pupils who need extra help with their learning or wellbeing receive support through specific programmes. However, support in lessons is not always equally effective in helping pupils overcome the difficulties they face.

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

Pupils, including those with special educational needs and/or disabilities, benefit from a range of extra-curricular opportunities that broaden their experiences and develop their talents. For example, pupils proudly take part in theatrical performances in front of large audiences. They also attend a range of clubs, including sports, choir and cooking.

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Team inspectors:

Philip Barlow, Ofsted Inspector Chris Wilkins, Ofsted Inspector

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Next steps

Leaders should clearly define the key knowledge that they intend pupils to learn and ensure that lesson activities focus sharply on this knowledge, so that pupils achieve well across the curriculum. Leaders should ensure that staff use assessment strategies effectively to check that pupils have secured the intended learning and to identify when they are ready for more complex learning, so that pupils progress well through the curriculum. Leaders should ensure that adaptations and support in lessons effectively reduce the barriers to learning that pupils face, so that they can build on their learning securely. Leaders and governors should strengthen their monitoring processes to ensure that they have effective oversight of all aspects of the school's work, so that they can secure improvements swiftly and governors can provide effective challenge.

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About this inspection

The co-chairs of the board of governors in this school are Simon Marshalsea and Heather Allenby.

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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 HMI.

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About this inspection

Inspectors spoke with the headteacher, staff, governors, and a representative of the local authority during the inspection. Inspectors also spoke with parents and carers and children.

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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 currently uses no alternative provision.

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About this inspection

Headteacher: Amy Barclay This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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About this inspection

The inspector(s) used this data during the full inspection on 30 June 2026

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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 6 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 needs support 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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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) 4.7% 5.2% Close to average

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national average

2023/24 (3 term) 4.8% 5.5% Close to average

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national average

2022/23 (3 term) 6.1% 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

2022/23 (3 term) 16.1% 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. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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