Ambleside CofE Primary School

Ambleside CofE Primary School

Address: Vicarage Road, Ambleside, Cumbria, LA22 9DH Unique reference number (URN): 141978

p.1

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.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children in the Reception Year typically achieve well across the different areas of learning. This includes building the foundations they need in reading, writing and number. Any children who leave the Reception Year with gaps in this knowledge are ably supported to catch up at the start of Year 1.

p.2

Achievement Expected standard

Across the different classes, pupils typically build up the detailed knowledge they need in reading, writing and mathematics. This is reflected in the published results for Year 6 pupils. Disadvantaged pupils achieve just as well as non-disadvantaged pupils nationally. Overall, pupils with special educational needs and/or disabilities progress well from their individual starting points.

p.2

Achievement Expected standard

In subjects other than reading, writing and mathematics, pupils generally achieve well. However, there remain a small number of subjects where some key content is not taught in sufficient depth and detail. As such, pupils’ knowledge in these areas is limited. Furthermore, in some subjects there are inconsistencies around the expectations in the quality of work. This leads to some written work lacking the same high-quality typically seen in English books.

p.2

Attendance and behaviour Expected standard

Leaders are highly effective in ensuring that all pupils attend school regularly. Detailed approaches monitor and analyse attendance across the school. When concerns arise about absence, leaders take swift and positive actions. Where needed, they draw upon external partners to support improvements in attendance. This has resulted in extremely low levels of persistent absence. Over several years, disadvantaged pupils and pupils with special educational needs and/or disabilities have attended school routinely. Their attendance has been significantly better than the same groups nationally. The high levels of attendance that leaders have secured are commendable and a point of celebration for the school.

p.2

Attendance and behaviour Expected standard

Leaders have created a calm, safe environment for pupils to learn and play in. Pupils particularly enjoy the recent developments to the playground equipment they have access to. They use this in a cooperative and collaborative way. Pupils typically have positive attitudes towards their learning. In a small number of subjects beyond reading, writing and mathematics, there are inconsistencies around the expectations in the quality of presentation and written work that pupils produce. As such, pupils do not consistently take the same levels of care and diligence across all subjects. That said, behaviour in lessons is positive and learning is seldom disrupted. Leaders have established a school environment where bullying and any other forms of unkind behaviour are not tolerated.

p.2

Curriculum and teaching Expected standard

Since the last inspection, leaders have worked diligently to address a number of areas linked to curriculum and teaching. An effective curriculum has been established that caters well for the mixed-age classes in the school. Key knowledge from the Reception Year through to Year 6 is well sequenced and has a focus on developing pupils’ vocabulary. The attention paid to vocabulary development is particularly beneficial for pupils who speak English as an additional language. Where needed, pupils with special educational needs and/or disabilities generally receive adjustments that enable them to access the same learning as their peers.

p.2

Curriculum and teaching Expected standard

Phonics is taught with a high level of precision. This has been supported by the training that staff have received and the timely manner in which any gaps in pupils’ knowledge are addressed. Many pupils leave Year 2 as fluent, confident readers. Teachers design learning activities that help pupils to secure a depth of mathematical knowledge. Typically, teachers develop pupils’ writing effectively. Many pupils produce well-presented written work with accuracy around spelling and punctuation. That said, pupils are not consistently encouraged to maintain these standards of writing in subjects other than English.

p.3

Curriculum and teaching Expected standard

Following the previous inspection, leaders have significantly improved their oversight of how well the curriculum is taught. These checks have identified that in a small number of subjects, some key content is not taught in sufficient depth and detail. Actions to address this are at an early stage.

p.3

Early years Expected standard

The Reception Year children are taught in a mixed-age class with pupils from Year 1 and Year 2. Leaders have effectively managed this. They have ensured that the learning environment retains the different areas of learning associated with the early years. Staff are suitably well trained and positioned to deliver the early years curriculum.

p.3

Early years Expected standard

The curriculum carefully builds up children's knowledge and skills. It places a focus on ensuring that children develop the building blocks they need for future in reading, writing and mathematics. Across the different areas of learning, activities provide children with the opportunity to build on what they already know and to develop their independence. Children learn new and interesting words. They use them in their creative play, such as building a ‘cruise boat’ to set sail on Lake Windermere.

p.3

Early years Expected standard

Where needed, staff make considered and purposeful adjustments that enable children with special educational needs and/or disabilities to fully access learning. Children feel safe and cared for. This can be seen in the way in which they confidently seek out an adult when they need help. By the time children leave the Reception Year, they are typically well prepared for the demands of Year 1.

p.3

Inclusion Expected standard

There are effective approaches established in the school that help to identify potential barriers to learning that pupils may have. The special educational needs coordinator has a detailed understanding of the individual pupils who have special educational needs and/or disabilities (SEND). Staff have benefited from training that helps them to generally support pupils with SEND well. This includes working with other external professionals.

p.3

Inclusion Expected standard

Over the last few years, there has been a steady increase in the number of pupils who speak English as an additional language. Leaders have responded well to this. They have ensured effective approaches to teaching that help pupils readily expand their vocabulary and command of English.

p.3

Inclusion Expected standard

The extra funding received for disadvantaged pupils through the pupil premium grant is used well. Disadvantaged pupils have high levels of school attendance. Many leave Year 6 equipped with the key knowledge they need in reading, writing and mathematics.

p.4

Inclusion Expected standard

Leaders carefully monitor the impact of the support put in place for pupils who have barriers to their learning. When needed, appropriate adjustments are made in a timely manner that typically support pupils to achieve their next steps in learning.

p.4

Leadership and governance Expected standard

Since the previous inspection, leaders have prioritised appropriate actions for development and followed up on these well. It has had a positive impact on improving the consistency of teaching. This in turn has led to more pupils fulfilling their potential and getting off to a positive start in their education. Much of this has been underpinned by the increased rigour with which leaders and those responsible for governance have overseen different areas of the school’s work. Aspects of this have been well supported by the trust. Collectively, leaders at all levels have made decisions in the best interests of pupils and brought about the required improvements.

p.4

Leadership and governance Expected standard

During this period of focused school improvement, leaders have ensured that staff are well supported in managing their workload and wellbeing. Staff are highly positive about working at the school and what it provides for the community. They value the training and support they have received from the trust which has contributed to what has been achieved since the last inspection.

p.4

Leadership and governance Expected standard

The local governing body carry out their duties effectively. They use their visits to the school, along with a range of other information to understand the impact of the actions taken by leaders. Governors provide leaders with focused levels of challenge and support. They have a clear understanding of the community that the school serves. Parents and carers recognise the improvements that have taken place at the school over the past few years. They value the difference this has made for their children.

p.4

Personal development and wellbeing Expected standard

Pupils, including those who are disadvantaged and pupils with special educational needs and/or disabilities, benefit from a carefully considered approach to personal development and wellbeing. In the Reception Year, children are supported to develop their understanding of personal health and hygiene. For example, they learn about the importance of washing their hands before eating. Pupils develop their knowledge of personal safety and how to take care of themselves in the community. There are several lakes close to the location of the school. Importantly, pupils have a secure knowledge around the hazards of open water and how to safeguard themselves against the potential dangers. Aspects of this understanding are supported by the broad range of outdoor activities, including water sports that pupils take part in. Leaders ensure that pupils, as well as parents and carers are kept up-to-date and aware of

p.4

Personal development and wellbeing Expected standard

how to be safe online. Pupils learn an appropriate relationships curriculum. They have a developed sense about what is right and wrong. Pupils have an appreciation of fundamental British values. They develop an understanding around the Christian faith of the school and across other cultures. Pupils understand the different characteristics protected by law. They echo the view that people should be treated with respect and in a way that they would want to be treated themselves. Leaders put in place effective pastoral support. This provides tailored help for pupils when they need it.

p.5

Personal development and wellbeing Expected standard

Whilst leaders have worked well to expand the locations that pupils visit beyond Ambleside, they have not lost the importance of their local history and culture. Pupils visit notable places linked to local authors, explore sites that remain from the time of the Romans and actively take part in local projects. Pupils also fund raise for charitable organisations in the area. For example, they raised money to help establish a charity-based cattery. Such activities help to develop pupils’ concept of compassion.

p.5

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

Pupils feel the real benefit of the school's aim for them to learn in an environment where everyone feels secure, valued, respected and understood. The Christian values of the school help to realise this. Pupils model the school value of friendship in the calm and considerate way in which they interact with one another and with staff. Behaviour in class and during social times is positive. Bullying is rare. Where issues arise, staff rectify them quickly. Pupils enjoy learning and the way in which school trips help to bring aspects of this to life. For example, pupils experience the local geography and outdoor pursuits in and around Ambleside. They engage with the past through visits to museums in Liverpool and London. Such experiences help pupils to make informed comparisons between life in the countryside and life in a city.

p.5

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

The number of pupils in each year group is relatively small. That said, at the end of Year 6, pupils' achievement in reading, writing and mathematics is typically in line or slightly above the national average. Pupils with special educational needs and/or disabilities are generally well supported in school and make positive progress from their individual starting points. The youngest children starting their journey of education in the Reception Year get off to a positive start. Overall, pupils are well prepared for their next steps in education. However, there remain a small number of subjects other than reading, writing and mathematics where pupils are not supported to learn as well as they could.

p.5

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

Pupils attendance at school is excellent. This means that very little learning is missed. Pupils enjoy making the most of the wider opportunities that are available to them in school. For instance, many pupils take part in the range of clubs on offer. This includes the choir where pupils showcase their talents in an arena alongside other schools. Other popular activities include gardening, archery and cricket.

p.5

Next steps

Leaders should ensure that staff set consistently high expectations of pupils' written work across the curriculum and embed a culture of dedication to learning. Leaders should ensure that across the curriculum teachers cover the key content in sufficient depth so that pupils secure detailed knowledge and produce high-quality work in all subjects.

p.6

About this inspection

This school is part of the Good Shepherd Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Claire Render MBE, and overseen by a board of trustees, chaired by the Reverend Cannon Peter Ballard.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

p.6

About this inspection

The inspectors spoke with the headteacher, other school leaders and members of staff.

p.6

About this inspection

The lead inspector spoke with the chair of the local governing body, the chair of trustees and the delegated representative of the chief executive officer. He also spoke with representatives of the local authority and the diocese.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

This school is registered as having a Church of England religious character and is in the diocese of Carlisle. The last section 48 inspection took place in June 2019.

p.6

About this inspection

The school does not currently use any alternative provision.

p.6

About this inspection

Headteacher: Alison Broom 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.

p.6

About this inspection

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

p.7

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.

p.7

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.7

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.

p.8

What does this mean?

The proportion of pupils with reported special educational needs support at the school.

p.8

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.

p.8

What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

p.8

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.

p.8

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

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

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

average

2024/25 (final) 75% 72% Close to average

p.9

average

2022/23 (final) 77% 71% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

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.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.10

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

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.

p.11

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.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

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.

p.13

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.

p.13

national average

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

p.14

Persistent absence

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

p.14

national average

2023/24 (3 term) 17.4% 14.6% Close to average

p.14

national average

2022/23 (3 term) 15.7% 16.2% Close to average

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

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.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.14

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.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15