School etc

Ash Grove Junior and Infant School

Ash Grove Junior and Infant School
Ash Grove
South Elmsall
West Yorkshire

phone: 01977 723385

headteacher: Mrs Tamara Fellows

school holidays: via Wakefield council

305 pupils aged 2—10y mixed gender
280 pupils capacity: 109% full

165 boys 54%

≤ 253y194a64b64c35y226y157y218y259y1910y22

140 girls 46%

≤ 263y194a84b34c135y196y147y128y169y1510y17

Last updated: Oct. 2, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Open date
Sept. 1, 1996
OSGB coordinates
Easting: 447265, Northing: 411586
GPS coordinates
Latitude: 53.599, Longitude: -1.2873
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 10, 2014
Region › Const. › Ward
Yorkshire and the Humber › Hemsworth › South Elmsall and South Kirkby
Urban > 10k - less sparse
Free school meals %

School report

Ash Grove Junior and Infant


Ash Grove, South Elmsall, Pontefract, WF9 2TF

Inspection dates 10–11 June 2014
Overall effectiveness This inspection: Good 2
Previous inspection: Requires improvement 3
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Pupils achieve well and, from their different
The quality of teaching is good and there are
Teachers have good relationships with their
Pupils demonstrate positive attitudes to their
Pupils who are supported by the pupil
starting points, make good progress in
reading, writing and mathematics.
now examples of outstanding practice, for
example, in the Early Years Foundation Stage.
pupils and a good understanding of the
subjects they teach.
learning, which is a key reason why they
make good progress in their lessons.
premium funding make very good progress
and many have now caught up with others in
their class.
Attendance has improved and is now average.
The headteacher and senior leaders have
Governors are well informed, supporting and
There is a very positive ethos that permeates
Pupils are well prepared for their lessons and
rarely late for school. They feel safe and clearly
enjoy all that this improving school has to
worked successfully to drive improvements in
both the quality of teaching and pupils’
challenging leaders in equal measure.
through the school and a shared commitment
to improve this good school still further.
Standards by the end of Year 6 are not high
While the majority of pupils make good
enough to represent outstanding progress
from pupils’ starting points.
progress, some of the most able pupils are
not always provided with tasks that
encourage them to think hard and achieve
their best.
Occasionally, teachers do not check pupils’
The quality of marking has improved, but could
understanding thoroughly enough during
lessons. As a result, those who have
understood a task and are capable of moving
on in their work are held back.
be better still, particularly in mathematics.

Information about this inspection

  • Inspectors observed 18 lessons or small group activities, of which two observations were
    conducted jointly with senior leaders.
  • Meetings were held with members of the governing body, senior leaders, school staff and a local
    authority adviser. Inspectors spoke with pupils about their work in lessons, listened to pupils
    read and met with a group of pupils from Year 5 and Year 6.
  • Inspectors took account of the 18 responses to the on-line survey (Parent View). Inspectors also
    spoke to a number of parents during the two days of the inspection and took account of a
    number of letters from parents.
  • Inspectors also took account of the 33 questionnaires returned by members of the school staff.
  • Inspectors observed the school’s work, looked at progress data, work in pupils’ books,
    performance management information, records relating to behaviour and safety, as well as
    documents relating to safeguarding.

Inspection team

Jim Alexander, Lead inspector Additional Inspector
Juliet Demster Additional Inspector
Susan Twaits Additional Inspector

Full report

Information about this school

  • This is a larger than average sized primary school.
  • The proportion of pupils who are eligible for support through the pupil premium is above
    average. The pupil premium is additional government funding provided for children who are
    looked after by the local authority and those known to be eligible for free school meals.
  • The proportion of pupils supported through school action is above average.
  • The proportion of pupils supported at school action plus or who have a statement of special
    educational needs is above average.
  • The school meets the government’s current floor standards, which are the minimum
    expectations for pupils’ attainment and progress.
  • The school runs a breakfast club.
  • Since the time of the last inspection, school leaders have been receiving support from local
    authority advisers.

What does the school need to do to improve further?

  • Consolidate improvements to raising standards by the end of Key Stage 2, by:
    providing work that causes the most able pupils to think hard and achieve well
    making sure that teachers check more carefully on pupils’ progress during lessons so that
    those who understand the work can move on quickly to more challenging work
    improving the consistency of the quality of marking, so all pupils receive clear guidance about
    what they need to do to make their work even better, particularly in mathematics.

Inspection judgements

The achievement of pupils is good
  • Most children start the Early Years Foundation Stage with skills that are well below those
    typically expected for their age. They are helped to settle quickly into the Nursery class and soon
    make good progress. They achieve exceptionally well in the Reception class and the proportion
    of children who reach a good level of development is now above average. As a result, they are
    very well prepared to start Year 1.
  • By the end of Year 1, the proportion of pupils who can read as well as expected is average and
    improving every year. Those pupils in Year 1 who needed more help to catch up have responded
    positively and most now read well for their age. Indeed, pupils across the school enjoy reading
    and are making increasingly good progress in this subject.
  • In 2013, standards at the end of Year 2 were average in reading, writing and mathematics,
    which represented good progress from these pupils’ starting points. This year, pupils are doing
    better still and standards are set to rise further.
  • Standards by the end of Year 6 in 2013 were well below average. However, this did represent
    good progress from these pupils’ much lower starting points at the beginning of the key stage.
    Again, standards by the end of Key Stage 2 are set to rise this year.
  • School data, lessons observed and the work seen in pupils’ books show that most pupils are
    making good progress. However, while the majority of the most able pupils are making much
    better progress than previously, too few are making the rapid gains of which they are capable.
  • The school has effectively focused on improving writing. Opportunities, such as the Journalist
    Club, are providing pupils with a good reason to improve their work. Teachers are successful in
    helping pupils to improve their grammar, punctuation and spelling, although a few simple errors
    are still not always picked up quickly enough.
  • Pupils make good progress in mathematics, because they now have a firm grasp of the basics
    and can use what they know to solve problems.
  • Pupils who are supported by the pupil premium funding, including those known to be eligible for
    free school meals, make good progress in their reading, writing and mathematics. For some,
    their progress is excellent. As a result, pupils are now only a few months behind others in their
    class and many have caught up completely.
  • Pupils who are disabled or who have special educational needs are also supported well. As a
    result, they also make securely good progress in their reading and writing, and increasingly good
    progress in their mathematics. This is one example of the school’s commitment to tackle
    discrimination and provide equality of opportunity for all pupils.
The quality of teaching is good
  • Since the time of the last inspection, teaching has improved significantly and is now good. Some
    is outstanding.
  • Children in the Nursery class benefit from a supportive and nurturing classroom area. The
    outdoor provision has improved and children are happy to play and learn together.
  • The quality of teaching children receive in the Reception class is outstanding. This is because
    children’s needs and interests are clearly recognised and activities planned to ensure that they
    make rapid progress in their learning. Support staff make an effective contribution to children’s
    learning because they know how to make learning fun and understand what is to be achieved in
    a given time.
  • Teachers have placed a great emphasis on pupils presenting their written work to a high
    standard and pupils are obviously very proud of what they achieve.
  • In mathematics, teachers make sure that pupils develop a secure range of calculation skills and
    then provide tasks that test and challenge their understanding well.
  • Well-trained and effective support staff make a valuable contribution to pupils’ learning. They
    use a good range of questions to consolidate and extend pupils’ thinking. This additional help is
    also very effective at helping to build pupils’ self-confidence and create a ‘can do’ atmosphere in
  • Occasionally, the most able pupils are provided with the same starting point as others in lessons
    and are not given more appropriately challenging work until later in the lesson.
  • Some teachers do not always keep a sharp enough eye on those pupils who have clearly
    understood a task and could be challenged at a higher level. This means that while pupils make
    good progress, they are not challenged highly enough to achieve outstandingly well.
  • They quality of teachers’ marking has improved but could be better still. All teachers offer praise
    and encouragement, recognising pupils’ efforts. However, not all provide clear enough guidance
    for pupils to understand what steps are required to improve the quality of their work, particularly
    in mathematics.
The behaviour and safety of pupils are good
  • The behaviour of pupils is good. They settle quickly in lessons and display positive attitudes to
    their work. This makes an important contribution to the good progress they are now making.
  • Pupils are keen to live up to teachers’ high expectations of their behaviour and work. For
    example, in a mixed Year 5 and Year 6 writing lesson, pupils were working equally well with the
    teacher, the teaching assistants or by themselves. The teacher has developed positive
    relationships with pupils so that they are confident to express what they are finding difficult
    without fear. This enabled adults to respond quickly, ensuring the level of challenge was right for
    each pupil. As a result, pupils were able to understand the features of what made an interesting
    and informative diary from the First World War.
  • Good behaviour was observed at playtime and during the lunch break. Pupils were keen to point
    out that this was typical. There is much for them to do, from children looking after the chicks in
    the Early Years Foundation Stage to older pupils growing vegetables to use in their cookery
  • Pupils are well informed about all types of bullying and say that it rarely happens, but if it does
    ‘our teachers are quick to help’.
  • The number of pupils excluded has risen this year, however all correct procedures are followed
    to ensure that these pupils receive the help and support they require.
  • Pupils enjoy coming to this improving school and attendance is now average. The proportion of
    pupils who are persistently absent is also quickly falling, but remains above average. The
    majority of pupils take pride in their school, arrive on time and are smartly dressed.
  • The school’s work to keep pupils safe and secure is good. Pupils are taught how to keep
    themselves safe, for example, when using the internet. Careful records are kept by the school
    regarding pupils’ welfare. Child protection policies are clear and leaders respond quickly to any
    concern raised.
  • The popular breakfast club provides a happy and safe start to the school day.
The leadership and management are good
  • The headteacher has led the school with a relentless ambition since the time of the last
    inspection and is determined that this improving school becomes better still. She offers teachers,
    pupils and parents a clear plan for the future.
  • The headteacher has built an effective senior leadership team. The deputy headteacher has
    overseen significant improvements to the support provided for disabled pupils and those with
    special educational needs. The Early Years Foundation Stage leader has an excellent
    understanding of what effective provision looks like and supports staff to give their very best.
  • The headteacher has developed effective systems for managing staff performance. Lessons are
    checked regularly and feedback given, identifying where improvements are needed. Staff say
    that they are very well supported and appreciate the training they receive.
  • Systems to enable the school to judge how well it is doing are robust, accurate and inform
    school improvement plans, which focus on the correct broad priorities.
  • Middle leaders have benefitted from ongoing training and have a good understanding of what is
    working well and what needs further improvement. The mathematics subject leader is new to
    post and appreciating the support offered by the deputy headteacher.
  • The pupil premium funding is used well and leaders work effectively to ensure different groups
    have an equal chance to succeed.
  • Leaders have ensured that the new primary school sports funding is used to increase
    opportunities for pupils to take part in competitions and after-school clubs, as well as to improve
    the quality of physical education lessons during the school day. However, procedures to measure
    the impact of these improvements on pupils’ achievement are only at an early stage of
  • Pupils’ spiritual, moral, social and cultural development is a strength of the school. It means that
    they develop into thoughtful and considerate young people by the time they transfer to
    secondary school.
  • School leaders have developed an effective partnership with the local authority, which offers
    effective support. This is appreciated by leaders at all levels.
  • The governance of the school:
    The governing body is well informed. It challenges school leaders and holds them to account
    for pupils’ achievement. It compares how well the school is performing against others
    nationally. Governors are strong supporters of the school. They understand the headteacher’s
    plans and value her commitment and leadership. They have an accurate knowledge of the
    quality of teaching and its impact on pupils’ learning because they visit school regularly,
    observe teaching, look at work in books and speak with pupils about how well they are
    learning. They oversee the performance management of staff and ensure that pay awards are
    only made when targets have been met. Governors check carefully on the use of additional
    funds, for example the pupil premium funding, and ensure good value for money. They also
    check that safeguarding arrangements are met.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 130858
Local authority Wakefield
Inspection number 442310

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 312
Appropriate authority The governing body
Chair Jane Hirst
Headteacher Julie Davis
Date of previous school inspection 9 October 2012
Telephone number 01977 723385
Fax number 01977 723386
Email address reveal email: adm…


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