Ashover Primary School

Ashover Primary School

Address: Narrowleys Lane, Ashover, Chesterfield, Derbyshire, S45 0AU Unique reference number (URN): 112501

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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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Achievement Strong standard

Pupils achieve highly across the curriculum. Published outcomes in national tests are above national averages, including in reading, writing and mathematics. Disadvantaged pupils also achieve well. These outcomes reflect the school's high expectations and the secure knowledge pupils build over time.

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Achievement Strong standard

Children in the early years develop important knowledge in communication, reading, writing and mathematics from the start. This helps them move confidently into Year 1. As pupils move through the school, they build on this knowledge successfully.

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Achievement Strong standard

Across the wider curriculum, pupils remember important knowledge and use it well. Pupils' work shows that they produce work of a high standard across the curriculum. Staff identify gaps in pupils' knowledge quickly and provide precise help. This helps pupils, including those with special educational needs and/or disabilities, make sustained progress from their starting points. By the end of Year 6, pupils have the knowledge, confidence and independence they need for secondary school.

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Attendance and behaviour Strong standard

Leaders give attendance a high priority. Attendance has remained above national averages over time. This includes attendance for disadvantaged pupils and pupils with special educational needs and/or disabilities. Persistent absence remains low. Leaders monitor pupils' attendance closely and act quickly when a pupil's attendance starts to fall. Staff use first-day calls, welfare checks and home visits. They also work closely with families and other services. This personalised approach helps pupils attend regularly. Pupils who have medical needs or experience anxiety about attending school receive carefully planned support. This helps them return to school and maintain regular attendance.

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Attendance and behaviour Strong standard

Pupils behave very well. They follow clear routines and move calmly around school. Pupils focus closely on their learning. Positive relationships help staff guide pupils calmly and consistently. Pupils say that bullying happens rarely and that adults deal with concerns quickly and fairly. Staff challenge unkind, prejudiced or discriminatory behaviour straight away. Leaders provide precise help for pupils who find it difficult to manage their emotions. Pastoral support, calm spaces and tailored routines help pupils remain in class and meet the school's high expectations. Leaders have sharply reduced suspensions, and the school has recorded none this year.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious and broad curriculum that reflects the school's context. Subject plans set out the knowledge and vocabulary pupils need to learn from Nursery to Year 6. The curriculum broadens pupils' horizons through enterprise, environmental learning and learning about different cultures. Leaders review how well teachers deliver the curriculum. Their work has strengthened English, religious education and French provision. Staff know their subjects well. They explain new ideas clearly, revisit prior learning and check pupils' understanding. Staff choose activities that help pupils think deeply and apply what they know. They address misconceptions and adjust tasks or resources when pupils need more support or greater challenge. Additional adults understand what pupils need to learn and provide precise help. This helps disadvantaged pupils and pupils with special educational needs and/or disabilities follow the same ambitious curriculum as their peers.

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Curriculum and teaching Strong standard

Leaders give reading, writing and mathematics high priority. Staff teach phonics systematically and match books that pupils read closely to the sounds pupils know. The school's work on writing has improved pupils' vocabulary and grammar knowledge. Across subjects, pupils remember important knowledge and produce high-quality work. The quality of the curriculum and teaching helps pupils achieve highly and prepares them well for their next stage.

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Early years Strong standard

Leaders have created an ambitious curriculum across the early years. They prioritise the knowledge and skills that children need most, particularly in communication, language and early reading. Leaders check the quality of provision closely. They use their findings to improve the curriculum and strengthen staff's practice. The indoor and outdoor areas give children rich opportunities to practise and apply what they learn. Children use balance bikes, construction materials, mark-making tools and practical mathematics resources with growing confidence. Staff link activities closely to stories and themes. They model language carefully. Staff teach phonics consistently and help children apply their knowledge when reading and writing.

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Early years Strong standard

Staff know children and their families well. They identify additional needs early and work closely with parents, previous settings and other professionals. Staff adapt activities and the environment so that disadvantaged children and children with special educational needs and/or disabilities take part fully. Staff establish clear routines that help children feel safe and ready to learn. Children grow in confidence, independence and resilience. They build secure foundations across all areas of learning and achieve well from their different starting points. Outcomes have remained above national averages. By the end of Reception, children are ready for Year 1.

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Inclusion Strong standard

Leaders and staff know pupils and families very well. They identify emerging needs quickly through observation, assessment and close work with parents and carers and specialists. Clear plans set out the support pupils need and the progress they should make. Pupils and parents help to review these plans. Leaders check pupils' progress closely and adjust support when pupils need more help.

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Inclusion Strong standard

Pupils with special educational needs and/or disabilities learn alongside their peers wherever possible. Staff use resources and adult support that match pupils' needs. Extra reading practice for some pupils helps pupils achieve well. When needed, staff provide emotional support that helps some pupils manage their feelings and return successfully to class. This work has reduced incidents of challenging behaviour and suspensions. Leaders use pupil premium funding to remove academic, social and financial barriers for disadvantaged pupils. Funding provides extra teaching and pastoral support. It also gives pupils access to enriching activities such as music, clubs, trips and residential visits. Every disadvantaged pupil has joined at least one club. Staff work closely with social workers and families to support pupils who are known, or were previously known, to children's social care. This work improves attendance, confidence, behaviour and engagement.

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Leadership and governance Strong standard

Leaders know the school, its pupils and the community well. They have set a clear and ambitious vision that places pupils' best interests at the centre of every decision. Leaders check their impact of their work through lesson visits and reviews of pupils' work. They also use assessment information and the views of pupils, staff and parents. Leaders act quickly and decisively when evidence shows where practice can improve. Leaders have strengthened the quality of provision for a variety of subjects while improving approaches to assessment and inclusion. They have improved support for pupils' behaviour and wellbeing. Leaders welcome external challenge and use advice from the local authority and specialist partners to refine their work. Leaders consult pupils, parents and carers and staff when they develop the curriculum. Most parents value the school's nurturing culture, high expectations and broad range of experiences.

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Leadership and governance Strong standard

Governors know the school's strengths and priorities. They understand the school's context and priorities for improvement. The governing body has secure knowledge of its strategic role. Governors study reports, compare outcomes with national information, ask challenging questions and check that actions make a difference. Leaders provide extensive professional learning in areas such as safeguarding and inclusion. Staff value high-quality, research-led professional learning that builds their expertise. They say that leaders support and value them. Staff describe high levels of trust, teamwork and professional pride. Leaders consider workload and wellbeing through protected time, wellbeing days and practical support. This joined-up work sustains high standards and develops staff's expertise.

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Personal development and wellbeing Strong standard

Leaders have planned an ambitious programme for pupils' personal development and wellbeing. The programme meets national requirements for relationships and sex education and health education. Pupils develop secure knowledge through lessons, assemblies and activities. They learn about healthy relationships, emotions, safety and responsibility. They also learn how to look after their physical and mental health. Pupils understand how this knowledge helps them make safe choices online and in the community. They know how to seek help from trusted adults.

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Personal development and wellbeing Strong standard

Leaders check what pupils know through lessons, books and discussions. They respond when new concerns arise and adjust teaching where needed. Pupils understand fundamental British values and the characteristics protected by law. They learn about democracy, respect, fairness and individual liberty. Pupils show respect for people with different faiths, cultures and ways of life. They understand why everyone should receive fair treatment. Pupils learn to treat others as they would like others to treat them. Pupils develop confidence and responsibility through their roles in school. They serve as wellbeing ambassadors, digital leaders, sports leaders and enterprise ambassadors. These roles help pupils lead, cooperate and make choices. Pupils respond positively to the wide range of opportunities available to them. They enjoy clubs, music, sport, gardening, visits and residential trips. Leaders check who takes part and remove financial or practical

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Personal development and wellbeing Strong standard

barriers. Every disadvantaged pupil has joined at least one club. These experiences help pupils discover interests and develop their talents.

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Personal development and wellbeing Strong standard

Staff adapt activities so that pupils with special educational needs and/or disabilities can take part fully. They know pupils well and help them when they struggle with their emotions. Staff support pupils to manage their emotions, re-engage with learning and develop positive relationships. As a result, pupils feel supported, respect others and develop the knowledge and personal qualities they need for life beyond primary school.

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

Pupils thrive at this school. Children in the early years quickly develop their language, number, reading and independence. This prepares them well for Year 1. Across the school, pupils build knowledge step by step. They remember rich detail in subjects such as history, art, science, religious education and French. Pupils read confidently and use what they know to tackle demanding work. Pupils' outcomes in national tests are above national averages. They leave Year 6 very well prepared for secondary school.

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

Staff give pupils who face barriers precise help. They identify gaps quickly and adapt teaching, resources and routines. This helps disadvantaged pupils, pupils with special educational needs and/or disabilities and pupils known to social care make sustained progress. Pupils with complex needs learn and take part alongside their peers.

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

Pupils feel known, valued and welcome. Staff greet pupils warmly and build trusting relationships with them and their families. Pupils say that adults listen and help when they have a worry. They feel safe and know which adult to approach for support. Pupils say that bullying rarely happens. Staff act quickly and fairly when concerns arise.

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

Pupils treat others with kindness and respect. They recognise that people have different backgrounds, beliefs and needs. Pupils make sure nobody feels left out during social times. Older pupils support younger children and act as positive role models.

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

Pupils attend regularly and behave well. They move calmly around school and stay focused in lessons. Staff give thoughtful support to pupils who find it harder to manage their emotions. This helps them return successfully to learning.

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

Pupils enjoy clubs, enterprise projects and residential trips. They take responsibility as wellbeing ambassadors, digital leaders, librarians and tuck shop leaders. Staff monitor pupils' participation and remove practical or financial barriers. These opportunities build pupils' confidence, resilience and pride in their school.

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Lead inspector:

Rob Della-Spina, His Majesty's Inspector

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Team inspectors:

Stephen Long, Ofsted Inspector Sarah Sadler, Ofsted Inspector

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Facts and figures used on inspection

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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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 14 July 2026

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Next steps

Leaders should continue to evaluate support for pupils with special educational needs and/or disabilities so that its sustained, transformational impact on achievement and wider experiences is clear over time.

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About this inspection

The chair of the board of governors in this school is Robin Grant.

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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, senior leaders, governors and staff. They spoke with pupils in lessons and during social times. They looked at samples of pupils' work and considered responses to surveys of parents, pupils and staff.

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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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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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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) 79% 75% 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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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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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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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) 67% 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

‘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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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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