Askam Village School

Askam Village School

Address: Lots Road, Askam-in-furness, Cumbria, LA16 7DA Unique reference number (URN): 112409

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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

Pupils behave well in lessons and around the school. Classrooms are calm. Pupils are polite and respectful towards adults and each other. They follow routines sensibly and typically show positive attitudes to learning. At breaktimes and lunchtimes, pupils play together happily and say they feel safe. They are confident that staff will deal with any unkind behaviour or bullying quickly and fairly. Staff use the school’s behaviour rules consistently. Positive relationships between staff and pupils help this to work well in practice. Pupils who need extra help to manage their emotions are supported sensitively.

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Attendance and behaviour Expected standard

Pupils attend school regularly and enjoy being part of the welcoming environment that leaders have created. Overall attendance is in line with national figures. Leaders work closely with families to help pupils overcome barriers to attendance. When needed, leaders meet with other professionals to provide extra support. This has ensured that the percentage of pupils who are persistently absent remains low. Leaders analyse attendance data, which enables them to maintain regular attendance. However, more detailed analysis of pupils who are persistently absent will allow leaders to support these pupils more quickly.

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Early years Expected standard

Children settle quickly into the early years because routines are clear and the environment is calm and well organised. Staff know children well and build warm, caring relationships. This helps children to feel safe and ready to learn. They explore the indoor and outdoor areas with confidence and enjoy playing and talking with their friends.

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Early years Expected standard

The curriculum is thoughtfully sequenced. It focuses on building solid foundations in communication, early language, reading, writing and number. Staff use stories, songs and planned vocabulary to help children develop their speech and understanding. Staff talk frequently with children. They ask considered questions that help children to build and deepen their knowledge.

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Early years Expected standard

Staff teach early reading clearly and consistently. Children practise their sounds through reading and play. Teachers help children build early writing skills by showing them how to hold a pencil correctly and form letters with care. Children learn about number and pattern through practical activities that make ideas easy to understand. The learning areas are set up well and encourage independence, cooperation and problem-solving.

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Early years Expected standard

Staff use checks to identify children’s needs and adapt activities. Children with additional needs are supported to join in with their peers. Children make positive progress across the curriculum. As a result, they are well prepared for Year 1.

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Personal development and wellbeing Expected standard

Leaders have established a well-structured programme for pupils’ personal development and wellbeing. The curriculum is sequenced so that pupils revisit important themes as they move through the school. Leaders have selected content that is age-appropriate and reflects

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Needs attention

the needs of the pupils. This includes work on healthy relationships, mental health and how to stay safe online, as well as in the local area. Pupils recall learning about changes during puberty in an age-appropriate way and know they will revisit this learning as they get older.

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Needs attention

Pupils generally understand British values well and know why it is important to treat others with respect. They learn about different cultures and religions. This learning is enhanced through visits to places of worship. Pupils show respectful attitudes towards others, including classmates who hold different beliefs. They understand that it is important to be kind and considerate of differences.

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Needs attention

The school offers a broad range of clubs, trips and wider experiences. This helps pupils to develop their interests and talents. These include a wide variety of sports, as well as opportunities for music, drama and dance. Such activities help pupils build confidence, teamwork and resilience. Leaders ensure that pupils who may face barriers are supported to take part. They draw on their knowledge of pupils’ interests to encourage participation. Residential visits and local trips broaden pupils’ understanding of the world around them. Pupils enjoy taking on responsibilities. Being part of the school council helps pupils understand that their ideas and actions can help to improve school life.

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Needs attention

Staff provide caring and timely help when needed. Trained staff offer additional support for pupils who may be finding things difficult. Leaders have introduced opportunities for purposeful outdoor play and wellbeing activities. This helps pupils to build friendships, develop confidence and feel part of the school community.

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Achievement Needs attention

Pupils do not achieve well enough over time. Attainment in published outcomes, including for pupils with additional barriers, has fallen. Achievement is now below national averages. Some pupils have gaps in their handwriting, spelling and number skills. These gaps limit how securely pupils achieve across the curriculum. Attainment is inconsistent across English and mathematics. As a result, some pupils are not well prepared for the next stage of their education.

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Achievement Needs attention

Leaders have taken steps to improve pupils’ achievement. Work to strengthen the curriculum means that pupils are beginning to remember more. Pupils recall knowledge and skills they have learned recently. Younger pupils are securing the building blocks they need in phonics and early reading. Pupils have increased confidence with number because teaching is becoming more consistent. These improvements are beginning to help pupils build knowledge more securely. However, the impact of this work is not fully established.

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Curriculum and teaching Needs attention

Teaching varies across the school because leaders’ recent work to strengthen the curriculum and teaching is still being established. Staff do not routinely check pupils’ understanding or identify errors. As a result, mistakes with handwriting, spelling and number formation remain over time. Assessment information is not used consistently to plan next steps. Occasionally, pupils receive work that does not build on what they already know. Staff do not effectively adapt tasks for pupils who find learning difficult. This means that some pupils complete the same work regardless of their starting points. This limits how well some pupils access the curriculum.

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Curriculum and teaching Needs attention

Leaders have taken some steps to strengthen the curriculum and teaching. They have established clear sequences of learning in some subjects. This includes an effective approach to the teaching of phonics. Leaders have also introduced a more structured approach to developing pupils’ confidence with number. This work is still in development. Recent changes to the writing curriculum are at an early stage. It is too soon to see the impact of this work.

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Curriculum and teaching Needs attention

Staff receive training and support from external specialists. Leaders are developing the knowledge of subject leaders so that high expectations are applied more consistently across the school.

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Inclusion Needs attention

Support for pupils who need extra help is not consistent. Staff do not always plan the right support. The next steps written for pupils with additional needs are often too general. This makes it hard for staff to check whether pupils are improving. In lessons, pupils with additional needs are often given the same work as their classmates. This means some pupils struggle to access the curriculum. Because of this, some pupils struggle to keep up and do not build the secure foundations they need.

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Inclusion Needs attention

Leaders have introduced a clear approach to identifying additional needs. They work with outside specialists to understand pupils’ needs and to support those known to social care. Staff have received training that helps them teach pupils to understand and manage their emotions. They have developed calm spaces that are available to help pupils settle when they need it. Support staff work closely with pupils when they need help. They also deliver additional group sessions to help reinforce key learning. Staff know pupils well and take time to support those who may be finding things difficult. Parents and carers value this care and say it helps their children feel settled and understood. Leaders use additional funding for those who are disadvantaged to help with early reading and ensure these pupils access wider opportunities.

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Leadership and governance Needs attention

Leaders have not acted quickly enough to address areas of the school where provision has fallen short. Attainment in English and mathematics has declined for 2 years. However, the changes needed to improve pupils’ learning have come too slowly. As a result, teaching and support for pupils remain variable. Leaders’ checks on teaching and learning have not been detailed enough to identify what is working well and what needs to improve.

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Leadership and governance Needs attention

Leaders increasingly understand the school’s strengths and priorities. They have improved the way early reading and mathematics are taught. Staff value the training and guidance they receive. Leaders work closely with outside partners to help staff develop their skills. Staff feel well supported, and leaders take care to manage workload and wellbeing. Parents speak positively about the school and appreciate the care their children receive. Leaders have recently introduced a more consistent approach for staff to identify pupils with additional needs. They work closely with specialists to ensure vulnerable pupils receive the support they need.

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Leadership and governance Needs attention

Governors fulfil their statutory duties and are committed to the school. They increasingly understand the school’s priorities. They use a range of information to ask leaders focused questions about the difference leaders’ actions are making. Governors check key areas of the school’s work, including attendance, funding, pupil support and curriculum development. Governors have well-established links with the community and take an active interest in pupils’ personal development. The improvements leaders and governors have introduced are still at an early stage.

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

Pupils are happy and feel safe at this welcoming school. They are greeted warmly and know that adults will listen if they have a worry. Pupils talk about trusted staff who help them to manage their feelings and use calm spaces if they need time to settle. They value their friendships and describe the school as a kind place where people look after one another. Pupils are confident that staff will quickly deal with any incidents of unkind behaviour if they happen.

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

Pupils enjoy their learning and talk with interest about the topics they study. They recall visits to places such as the science museum, city trips and the town hall, which help them understand the world beyond school. Pupils speak proudly about representing the school in singing recitals, sports events and enterprise competitions. In lessons, pupils try hard and want to do well. However, some pupils find work difficult when new ideas do not link closely enough to what they have learned before. Gaps in reading, writing and mathematics knowledge can make it harder for some pupils to keep up. Leaders have not acted quickly to address this issue. As a result, some pupils do not achieve as well as they could. Pupils with additional needs say that adults help them. However, some pupils are not consistently given the additional guidance that would help them take the next step with confidence.

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

Pupils behave well around the school. They are polite and welcoming to visitors and respond positively to staff. Playtimes are friendly and active, with pupils enjoying games and spending time with their friends. They appreciate the calm atmosphere in classrooms and say other pupils allow them to concentrate. Pupils enjoy the wider opportunities the school provides. They talk proudly about clubs, trips and responsibilities such as the school council. These experiences help pupils feel that they belong and give them confidence as they grow.

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Next steps

Leaders should continue to strengthen staff’s use of assessment information within lessons to ensure that they swiftly identify and address gaps in pupils' foundational knowledge.

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Team inspectors:

Mark Sherwin, Ofsted Inspector Anna Carroll, Ofsted Inspector

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Facts and figures used on inspection

Leaders should ensure that teachers adapt the delivery of the curriculum consistently well, so that tasks better match pupils’ next learning, particularly for pupils with special educational needs and/or disabilities (SEND). Leaders should ensure that learning targets for pupils with SEND are precise enough to ensure that they make suitable progress from their starting points. Leaders should analyse attendance data more rigorously to identify the reasons for persistent absence and secure swift improvements. Leaders should closely monitor the impact of their actions to gain a precise understanding of what is working well and where they should adapt approaches to improve the school and ensure that improvements in pupils' achievement are reflected in published outcomes.

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About this inspection

The chair of the board of governors for this school is David Huddleston.

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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 other senior leaders during the inspection. They also met with members of the governing body, as well as representatives from the local authority. Inspectors spoke with several pupils, staff, parents and carers. They considered the responses to Ofsted’s surveys.

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About this inspection

Inspectors confirmed the following 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: Fiona Newton 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 23 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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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) 65% 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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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2022/23 (final) 76% 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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average

2023/24 (final) 50% 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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national 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) 50% 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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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) 4.5% 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) 5.7% 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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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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