Ash Grove Primary and Nursery School Closed - academy converter Nov. 30, 2013
phone: 01625 *** ***
headteacher: Mr Kevin Simpson
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- Nov. 30, 2013
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 391304, Northing: 371991
- GPS coordinates
- Latitude: 53.245, Longitude: -2.1318
- Accepting pupils
- 3—11 years old
- Ofsted last inspection
- Feb. 12, 2013
- Region › Const. › Ward
- North West › Macclesfield › Macclesfield South
- Urban > 10k - less sparse
- Ash Grove Primary and Nursery School SK117TF (185 pupils)
- 0.2 miles St Edward's Catholic Primary School SK117SF
- 0.2 miles Christ the King Catholic and Church of England Primary School SK117SF (177 pupils)
- 0.4 miles Ryles Park High School SK118AJ
- 0.5 miles St Barnabas CofE Primary School SK117QA
- 0.5 miles Park Lane School SK118JR (80 pupils)
- 0.5 miles Macclesfield College SK118LF
- 0.6 miles Macclesfield High School SK118JR
- 0.6 miles The Macclesfield Academy SK118JR (446 pupils)
- 0.8 miles Ivy Bank Primary School SK118PB (345 pupils)
- 0.9 miles Parkroyal Community School SK116QX
- 0.9 miles All Hallows Catholic College SK118LB
- 0.9 miles All Hallows Catholic College SK118LB (1186 pupils)
- 0.9 miles Parkroyal Community School SK116QX (398 pupils)
- 1 mile Hollinhey Primary School SK110EE (197 pupils)
- 1 mile St John the Evangelist CofE Primary School Macclesfield SK118QN (293 pupils)
- 1.1 mile Warwick Community Primary School SK118TB
- 1.1 mile Macclesfield Preparatory School SK118PX
- 1.2 mile The King's School In Macclesfield SK101DA (1249 pupils)
- 1.2 mile St Bride's School SK101BP
- 1.3 mile Puss Bank Junior School SK101QJ
- 1.3 mile Puss Bank Nursery and Infant School SK101QJ
- 1.3 mile Puss Bank School SK101QJ (387 pupils)
- 1.4 mile Broken Cross Community School SK118UD (87 pupils)
Ash Grove Primary and Nursery
Belgrave Road, Macclesfield, Cheshire, SK11 7TF
|Inspection dates||12–13 February 2013|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| Children make exceptional progress in |
Teachers throughout the school continue to
The curriculum is exciting for pupils and
While pupils who are eligible for additional
Nursery and Reception.
build on this excellent start. The quality of
teaching and, consequently, pupils’
achievement are outstanding.
makes them want to learn.
funding through the pupil premium do as well
as other pupils in the school in reading, some
do not reach the same standards as others in
their writing and mathematics.
| The headteacher and senior leaders have |
The governing body is a major influence in
Pupils’ attendance is above average. They feel
made enormous improvements to all area of
the school’s work since the previous inspection.
driving the school forward and bringing
safe and are very proud of what they achieve.
Their excellent behaviour, politeness and good
manners are a credit to both them and the
Information about this inspection
- The inspector observed 11 lessons and parts of lessons.
- Meetings were held with pupils, staff members the school’s consultant improvement partner and
the Chair of the Governing Body.
- The inspector also took into account 13 responses via the on-line questionnaire (Parent View) as
well as some letters from parents expressing their views about the school.
- The inspector observed the school’s work and examined a wide range of documentation
including national assessment data and the school’s own assessments, the school’s evaluation of
its work, reports written about the school, minutes from governing body meetings, curriculum
and safeguarding information.
|Kevin Johnson, Lead inspector||Additional Inspector|
Information about this school
- This is a smaller-than-average-sized school in which almost all pupils are White British.
- The proportion of pupils entitled to funding through the pupil premium, including those known to
be eligible for free school meals, is well above average. Pupil premium provides additional
funding for children in local authority care, pupils known to be eligible for free school meals and
children from service families.
- A below-average proportion of pupils is supported through school action.
- The proportion of pupils supported at school action plus or with a statement of special
educational needs is well above average.
- The school provides a breakfast club for pupils during term time.
- A children’s centre shares the school site. This is inspected separately and the latest report is
available on the Ofsted website.
- The school meets current floor standards which are the government’s minimum expectations for
pupils’ attainment and progress at the end of Year 6.
What does the school need to do to improve further?
- Ensure that all pupils known to be eligible for free school meals and who, therefore, receive
pupil premium funding, achieve the same standards in mathematics and writing as others in the
continuously checking their progress and providing the specific individual help that they need.
|The achievement of pupils||is outstanding|
- When children start in the Nursery, their skills are very low compared to those typically expected
for their age. They rely very much on adults to do things for them and their ability to talk to
others and express ideas clearly is at a very early stage. Excellent teaching from all Nursery and
Reception staff means that children make outstanding progress. Personal skills, especially their
independence, are nurtured exceptionally well. By the time children leave Reception, they think
for themselves in order to find their way around problems, talk to each other, tackle reading and
writing confidently and work securely within the expectations typically for their age in all of their
- Teachers work very closely with the children’s centre staff. This helps them to prepare better for
children starting school. It also provides a valuable point of contact with parents who are
increasingly contributing to their children’s learning once they start school.
- There is no slackening of pace in Years 1 and 2. Teachers’ high ambition for their pupils
continues to raise standards. Standards in reading, writing and mathematics are above average,
having risen year on year since the previous inspection.
- The picture is the same in Years 3 to 6. Attainment in English and mathematics was above
average in 2012 at the end of Year 6 and is on track to be, at very least, average in the current
year. All in all, that represents outstanding achievement when taking into account the number of
pupils with special educational needs and those who started the school half way through the key
- Progress for all pupils is rapid. Excellent systems for checking progress regularly and setting
targets not only keep teachers ‘on their toes’ but mean that pupils themselves are very much
involved and always know what is expected of them. There are no excuses made. Expectations
across the school are consistently high and pupils consistently rise to them.
- Pupils do particularly well in reading. Outstanding teaching of letters and sounds as soon as
children start school stands them in good stead when they are older. Where pupils need an extra
boost, one-to-one teaching of the ‘reading recovery’ scheme is highly successful. Pupils in Year 2
are really keen to read and use what they know about sounding out letters to make sense of
their reading. By the end of Year 6, pupils read accurately and with good expression to show
that they understand what they read. They read at home for pleasure and have clear ideas
about the authors and kinds of stories they like.
- Pupils funded through the pupil premium, including those known to be eligible for free school
meals, achieve much better than that group nationally in all subjects. Nevertheless, while they
did as well as others in the school in reading, some did not reach the same standards in their
writing and mathematics. The school recognises that this is something to improve.
- Disabled pupils and those with special educational needs make exceptional progress. Pupils’
needs are identified at the earliest stage. What each pupil needs to learn and how this is to be
done is very carefully planned and involves many of the school staff as well as outside agencies.
Progress is checked and recorded daily to make sure that targets are reached and next steps
|The quality of teaching||is outstanding|
- Most of the teaching in lessons is outstanding and it is never less than good. Teachers set the
highest expectations and this is reflected in the quality of the work that pupils do across all
- Teachers expect pupils to think and solve problems for themselves. They give pupils lots of
opportunities to test their ideas out on each other. This talk helps pupils clarify ideas and find
answers. In one literacy lesson, pupils discussed unfamiliar words such as possession, omission
and contraction, and worked out their meanings correctly. They were then much clearer about
what they were learning and all became better at using apostrophes by the end of the lesson
than they were when it started.
- Pupils’ successful learning is built up step by step because of the way teachers involve pupils in
assessing their own progress. Teachers continually check, during lessons, whether pupils are
confident with targets or if they need more help. On that basis, they are given choices about
how to learn, either independently or with help from teachers or each other.
- Literacy, numeracy and information and communication technology (ICT) are taught
exceptionally well. Pupils have ample opportunities to develop writing, mathematics and
computer skills in different ways to improve their learning across subjects.
- Teachers are very skilful with electronic whiteboards and use them very effectively to help pupils
focus on their learning. A variety of practical activities motivates and interests pupils resulting in
their comment, ‘teachers make lessons fun and not boring.’
- Excellent relationships are fostered and pupils’ personal development is nurtured by every
member of staff. Pupils know how much they are valued, not least by the care teachers take
when marking their work. Pupils learn confidently and, because they know that they can learn
from mistakes, they are always willing to ‘have a go’.
- Teaching assistants contribute immensely to pupils’ excellent learning and achievement. They
know the pupils and are very sensitive to their individual needs and circumstances. They plan
with teachers so that their work with groups and individual pupils is exactly matched to varying
needs. They provide excellent support in the classroom to ensure that best progress is made in
|The behaviour and safety of pupils||are outstanding|
- The school is a calm and exciting place for pupils to learn because they are always courteous
and mindful of one another. Teachers and teaching assistants manage pupils exceptionally well
and pupils fully live up to the expectation that they will be cooperative and work hard alongside
others. Overall, pupils’ spiritual, moral, social and cultural development is outstanding.
- Pupils say that there is no bullying and that incidents of name-calling are rare. They know the
different forms that bullying can take, including misuse of the internet and mobile telephones.
- In a recent school survey, all of the pupils stated that they feel safe. This view is fully shared by
- Behaviour in lessons and around the school is excellent. Pupils have extremely positive attitudes
to learning and to school generally. Attendance is above average and continues to improve
because of the school’s positive work with parents and families. Punctuality is very good, helped
by the breakfast club that attracts 50 to 60 pupils daily.
- The school goes the extra mile to broaden pupils’ personal horizons. Residential visits to
Barcelona and Paris have opened up pupils’ understanding of different cultures and strong links
with local schools and industries prepare pupils very well for the future.
- Pupils make an excellent contribution to the everyday life of the school. All have a say, through
the school council, about how things might be improved. The friendly and welcoming
atmosphere of the school owes a great deal to the way pupils feel proud to be there and of what
|The leadership and management||are outstanding|
- The headteacher and senior leaders have tackled key issues ‘head on’ over the past three years.
With unfailing support from staff and the governing body, they have successfully taken the
school from the brink of closure to the outstanding school and the beacon for the community
that it now is.
- The vision for excellence is clear and all staff members focus relentlessly on achieving that
ambition, whatever their roles and responsibilities.
- School leaders check teaching, attainment and pupils’ progress rigorously. They are single-
minded in their view that only the best is good enough for the pupils. They have an accurate
view of how well the school is doing and are fully capable of maintaining its high performance.
- The management of teaching performance is first class. This has been the most significant
success in the school’s improvement. The headteacher has dealt with inadequate teaching
unflinchingly. He and the governing body worked effectively to recruit and select new teachers
that now bring outstanding quality to teaching and learning. The monitoring of teachers’ work is
on-going and is the basis for continuous training and support to keep teachers’ skills and
expertise up to the mark. Teachers are aware of the expectations set out in the ’teachers’
standards’ and of how their performance is linked to pay progression.
- An exciting curriculum underpins pupils’ outstanding achievement. Pupils are equally as proud of
their science, art, music, physical education and topic work as they are of their standards in
English and mathematics. It is very well planned and enriched by clubs and other exciting events
outside of the classroom that pupils enjoy.
- The governance of the school:
The governing body is highly skilled and highly effective. Its drive and ambition for the school
has recently been recognised in the award of Governor Mark. It challenges the school
vigorously not only regarding standards shown in national test data, but on all aspects of the
curriculum. It equally supports the school in its drive to continue to improve provision for
pupils. Necessary training is undertaken by all governors and they carry out their important
duties very effectively. Governors have excellent understanding of the school’s work,
particularly how this is linked to finances and teaching performance. They know how the pupil
premium is used to increase teaching staff and give one-to-one tuition. Governors check
results of spending to make sure that there is equality of opportunity for every pupil. They are
also aware that pupils eligible for pupil premium funding could benefit more with regard to
their writing and mathematics. Safeguarding policies and procedures are well established and
meet all of the government’s requirements.
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||111017|
|Local authority||Cheshire East|
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||130|
|Appropriate authority||The governing body|
|Date of previous school inspection||1 December 2009|
|Telephone number||01625 383075|
|Fax number||01625 503512|