Ash Grove Junior and Infant School
phone: 01977 723385
headteacher: Mrs Tamara Fellows
280 pupils capacity: 109% full
165 boys 54%
140 girls 46%
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 %
- Ash Grove First School WF92TF
- 0.3 miles Minsthorpe Community College, A Specialist Science College WF92UJ
- 0.3 miles Minsthorpe Community College, A Specialist Science College WF92UJ (1510 pupils)
- 0.4 miles Carlton First School WF92QQ
- 0.5 miles South Elmsall Carlton Junior and Infant School WF92QQ (335 pupils)
- 0.6 miles Moorthorpe First School WF92BL
- 0.6 miles Moorthorpe Middle School WF92BL
- 0.6 miles Infant School Moorthorpe Primary (J and I ) School WF92BL (229 pupils)
- 0.7 miles St Joseph's Catholic Primary School, Moorthorpe WF92BP (203 pupils)
- 0.7 miles St Joseph's Catholic Primary School, Moorthorpe WF92BP
- 0.8 miles South Elmsall Middle School WF92JX
- 1 mile Upton Middle School WF91EA
- 1.3 mile Burntwood First School WF93QS
- 1.3 mile Northfield Middle School WF93LY
- 1.3 mile Northfield Primary School: With Communication Resource WF93LY (349 pupils)
- 1.3 mile South Kirkby Burntwood Junior and Infant School WF93QS
- 1.4 mile Upton Primary School WF91JS (465 pupils)
- 1.7 mile Harewood Lane First School WF91ER
- 2 miles Common Road First School WF93EA
- 2 miles Stockingate First School WF93DP
- 2 miles South Kirkby Common Road Infant and Nursery School WF93EA (225 pupils)
- 2 miles Stockingate Mill Junior School WF93DP (213 pupils)
- 2.1 miles Common Road Middle School WF93DU
- 2.2 miles Hooton Pagnell All Saints Church of England Primary School DN57BT (84 pupils)
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
| 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
| 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.
|Jim Alexander, Lead inspector||Additional Inspector|
|Juliet Demster||Additional Inspector|
|Susan Twaits||Additional Inspector|
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
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.
|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
- 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
|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
- 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
- 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 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.
|Unique reference number||130858|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||312|
|Appropriate authority||The governing body|
|Date of previous school inspection||9 October 2012|
|Telephone number||01977 723385|
|Fax number||01977 723386|