Ashington CofE Primary School

Ashington CofE Primary School

Address: Foster Lane, Ashington, Pulborough, West Sussex, RH20 3PG Unique reference number (URN): 125971

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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 attend school regularly and benefit from leaders’ high expectations. Leaders track attendance closely and identify concerns quickly. They work proactively with families and provide timely support to help pupils attend school regularly. Leaders understand the barriers some pupils face and take appropriate action to address them. As a result, attendance for all pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, remains above national figures. Persistent absence is low and has reduced over time. Leaders help the small number of disadvantaged pupils with lower attendance to attend more regularly. Pupils typically arrive ready to learn and benefit from the education and wider opportunities the school provides.

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Attendance and behaviour Expected standard

Pupils behave well and contribute to a calm and orderly environment. Leaders have established clear expectations for behaviour, and staff typically apply these. The school’s values help pupils understand how to treat others with respect and make positive choices. Pupils behave well in lessons and at social times. They interact positively with one another and show respect for staff and visitors. Leaders monitor behaviour carefully and provide additional support when needed. Bullying and discriminatory behaviour are rare. Pupils trust adults to deal with concerns quickly and effectively. As a result, pupils feel safe and develop positive attitudes to learning.

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Leadership and governance Expected standard

Leaders and governors have a clear understanding of the school’s strengths and the areas that require further improvement. They have identified the right priorities and taken effective action to improve the school. Their work has strengthened early years provision, improved reading and phonics, and enhanced the curriculum. Recent improvements in key stage 2 attainment reflect the positive impact of these actions. Leaders maintain a clear vision for the school and focus on improving pupils’ experiences. They have suitable plans in place to secure further improvements where needed.

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Leadership and governance Expected standard

Professional development and external support have increased staff expertise and strengthened leadership across the school. Leaders have engaged positively with external partners and used this support to improve the quality of education. Subject leaders understand their responsibilities and contribute to school improvement. Their work has helped to strengthen curriculum planning and provide greater consistency in what pupils learn. Leaders continue to develop staff knowledge and skills so that recent improvements become securely embedded.

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Leadership and governance Expected standard

Leaders have guided the school through a period of change while maintaining a clear focus on pupils’ experiences. Parents value the school’s work and describe it as a happy and safe place where pupils are well supported. Staff value the professional development they receive and recognise leaders’ support for their wellbeing and workload.

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Leadership and governance Expected standard

Governors know the school well. They work closely with leaders and use a range of information to understand the school’s effectiveness. Governors support leaders’ ambitions

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Needs attention

while providing appropriate challenge. They keep pupils’ best interests at the centre of their decision-making.

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Personal development and wellbeing Expected standard

Pupils benefit from a well-designed programme of personal development that helps them grow in confidence and prepare for life beyond primary school. Leaders shape this programme around the needs of the school community and the school’s values. Pupils speak confidently about being proud of who they are, showing respect to others and caring for those around them. 'ACE Ambassadors' act as role models and help other pupils understand how the school’s values influence their behaviour, choices and relationships. Pupils feel safe and know how to manage risks, including those they may encounter online. They understand important issues such as racism, peer pressure and healthy relationships. Leaders adapt the curriculum so that pupils with special educational needs and/or disabilities can take part successfully alongside their peers.

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Personal development and wellbeing Expected standard

Staff know pupils well and provide the support they need to thrive. Pupils value the care they receive and trust adults to help them when they feel worried or upset. As a result, pupils feel included, develop resilience and become increasingly confident learners. Leaders ensure that pupils benefit from a wide range of experiences that broaden their horizons. Pupils enjoy outdoor learning, educational visits, clubs and leadership responsibilities. Leaders monitor participation carefully so that all pupils can take part. These opportunities help pupils develop independence, responsibility and confidence. Pupils show respect for people whose experiences and needs may differ from their own. Leaders are continuing to strengthen pupils’ understanding of life in modern Britain. Some pupils are less confident when discussing different faiths and cultures, and aspects of relationships education. Nevertheless, pupils leave the school as caring, respectful and thoughtful young people who

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Personal development and wellbeing Expected standard

are well prepared for their next stage of education.

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Achievement Needs attention

Achievement is improving but is not yet consistently secure over time. Leaders have taken appropriate action to improve pupils’ achievement, and recent outcomes show positive signs of improvement. Leaders have strengthened the teaching of early reading, writing and grammar. Regular assessment and targeted support help pupils who have fallen behind to catch up. As a result, many pupils, including pupils with special educational needs and/or disabilities, are developing the knowledge and skills they need to access learning successfully. Pupils increasingly draw on prior learning to support their work across the curriculum and are becoming better prepared for the next stage of education. However, pupils do not achieve as consistently well as they should across all subjects and year groups. Three-year trends in combined attainment, writing and phonics remain below national figures. Some pupils do not secure important foundational skills, including

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Achievement Needs attention

handwriting, letter formation and mathematical fluency, well enough. In some subjects, pupils do not build knowledge securely over time because improvements to the curriculum and teaching have not yet become embedded consistently across the school.

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Curriculum and teaching Needs attention

Staff do not implement the curriculum consistently well across all classes. They do not consistently check pupils’ understanding or adapt learning routinely in response to what pupils know and can do. As a result, pupils do not build knowledge as securely in some subjects and classes. Leaders have identified these inconsistencies accurately and have introduced coaching, training and additional support. However, this work has not secured consistently effective teaching across the school.

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Curriculum and teaching Needs attention

Leaders have strengthened the curriculum and improved teaching. They have established clear curriculum plans that identify the knowledge and vocabulary pupils should learn and build over time. Recent improvements in subjects such as history, geography and science provide greater clarity and coherence. Leaders have also introduced a new approach to reading and phonics. Staff receive regular training and typically deliver the phonics programme as intended. Regular assessment and targeted support help pupils catch up when they fall behind. As a result, pupils read with increasing confidence and fluency.

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Curriculum and teaching Needs attention

Teachers use the school’s agreed curriculum approaches in many lessons. They explain new learning clearly and help pupils build on what they already know. Some pupils, including pupils with special educational needs and/or disabilities, benefit from adaptations that help them access learning successfully.

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Early years Needs attention

Children do not build knowledge and skills consistently well when they access activities independently. Adults do not consistently use children's independent learning activities to build knowledge and skills across the curriculum. Adults support children positively but do not routinely extend their thinking, deepen their understanding or introduce new vocabulary. As a result, staff sometimes miss opportunities to move learning forward when children choose activities independently. Leaders have identified these inconsistencies accurately and have introduced training and support for staff.

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Early years Needs attention

Leaders have established a clear vision for the early years and have taken appropriate action to improve provision. The early years leader has strengthened the curriculum by identifying the knowledge, vocabulary and skills that children should learn. Leaders have prioritised early reading and writing, and staff place emphasis on developing children’s communication and language. These improvements are beginning to have a positive impact. Children engage positively in learning and increasing numbers achieve a good level of development. As a result, children are becoming better prepared for Year 1.

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Early years Needs attention

Children settle quickly into established routines and benefit from warm relationships with adults. Staff know children well and support their individual needs effectively. Leaders ensure that children learn in a safe and nurturing environment where they feel confident to explore, play and learn.

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Inclusion Needs attention

Barriers to learning are not removed consistently well for all pupils. Leaders identify pupils’ needs and the challenges they face accurately. They have created a caring and inclusive environment where pupils feel safe, valued and supported. Staff know pupils well and provide pastoral care that helps pupils to feel included. Initiatives such as Sunshine Club help pupils settle positively into the school day and support their emotional wellbeing. Staff build positive relationships with pupils and respond calmly when pupils need additional help. As a result, many pupils feel included and ready to learn. However, staff do not adapt learning well enough to meet pupils’ needs fully in lessons.

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Inclusion Needs attention

Leaders have identified appropriate strategies to support disadvantaged pupils and pupils with special educational needs and/or disabilities, but staff do not apply these approaches consistently across the school. As a result, some pupils continue to experience barriers that limit how successfully they access learning and the curriculum. Leaders understand these inconsistencies and have taken appropriate action to improve classroom practice. They have introduced training and coaching and use external support to strengthen staff expertise in adapting learning.

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Inclusion Needs attention

Leaders use pupil premium funding to provide targeted provision for the small number of disadvantaged pupils in the school. This supports pupils’ wellbeing and reflects leaders’ focus on helping pupils overcome barriers to learning and participation.

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

Pupils are happy at this welcoming school and describe it as a place where 'everyone shows love'. They feel safe and know who to turn to if they have any worries. Pupils value the positive relationships they have with staff and with one another. The school’s values shape daily life. As a result, pupils develop self-belief and take pride in their achievements, whether in sport, caring for animals or learning a new skill. They also show respect for others and value the importance of caring relationships.

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

Pupils attend school regularly and start the day positively. They enjoy taking part in ‘Bright Beginnings’ activities, which help them settle quickly and prepare for learning. The school provides nurturing support through the Sunshine Club for pupils who need additional help. This helps them feel included and ready to learn. Across the school, pupils typically behave well. They play happily together at social times and use the large outdoor spaces responsibly. Bullying is uncommon, and pupils trust adults to deal with concerns quickly and effectively.

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

Children in the early years settle quickly into routines and engage positively in their learning. Older pupils enjoy representing the school in sporting events and carrying out leadership responsibilities that contribute to the school community. Pupils also value regular outdoor learning sessions. They make the most of the school’s extensive grounds to develop new skills, work with others and learn in different environments. These experiences broaden pupils’ horizons and help them engage positively with school life. Pupils enjoy learning and read with increasing confidence. They benefit from recent improvements to early reading and other areas of the curriculum. However, teaching varies between classes and subjects. Achievement is improving, but some pupils do not learn as well as they should.

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Next steps

Leaders should build on the systems they have established to identify pupils’ needs by ensuring that staff use this information consistently to address barriers to learning so that all pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, achieve well. Leaders should ensure that staff use effective teaching approaches consistently, including identifying misconceptions and adapting learning in response, so that all pupils build securely on prior learning and achieve highly across the curriculum. Leaders should ensure that teaching supports pupils to secure their early letter formation skills to help them develop fluent, accurate and legible handwriting. Leaders should ensure that continuous provision is consistently well organised and that adults use high-quality interactions to support and extend learning so that all children achieve the intended curriculum outcomes.

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About this inspection

The co-chairs of the board of governors in this school are Dan Barwell and Mark Plant.

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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 governors, including the chair of governors, the headteacher, senior leaders and staff during the inspection. Inspectors also spoke to a representative of the local authority, a representative of the diocese and spoke with pupils and parents and carers.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Chichester. The last section 48 inspection was carried out in January 2025.

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About this inspection

The school currently uses no alternative provision.

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Team inspectors:

Deborah Perkins, Ofsted Inspector Tim Muggridge, 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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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

2024/25 (final) 60% 62% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 73% 75% Close to average

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average

2023/24 (final) 76% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (final) 73% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2022/23 (final) 77% 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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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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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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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2023/24 (3 term) 5.2% 5.5% 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.

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Urgent improvement

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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