School etc

Ashton Church of England Primary School

Ashton Church of England Primary School
Roade Hill

phone: 01604 863189

headteacher: Mr Simon Blight

reveal email: bur…

school holidays: via Northamptonshire council

41 pupils aged 4—10y mixed gender
56 pupils capacity: 73% full

20 boys 49%


20 girls 49%


Last updated: June 20, 2014

Primary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
OSGB coordinates
Easting: 476540, Northing: 250011
GPS coordinates
Latitude: 52.143, Longitude: -0.88294
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Dec. 11, 2012
Diocese of Peterborough
Region › Const. › Ward
East Midlands › South Northamptonshire › Salcey
Village - less sparse
Free school meals %

rooms to rent in Northampton

Schools nearby

  1. 1.1 mile Roade Primary School NN72NT (189 pupils)
  2. 1.1 mile Roade School Sports College NN72LP
  3. 1.4 mile Hartwell Church of England Primary School NN72HL
  4. 1.4 mile Stoke Bruerne Church of England Primary School NN127SD (39 pupils)
  5. 1.4 mile Hartwell Primary School NN72HL (190 pupils)
  6. 2.8 miles Hanslope Primary School MK197BL (221 pupils)
  7. 3.2 miles Blisworth Community Primary School NN73DD (206 pupils)
  8. 3.2 miles Woodland View Primary School NN45FZ
  9. 3.2 miles Woodland View Primary School NN45FZ (447 pupils)
  10. 3.4 miles Yardley Gobion Church of England Primary School NN127UL (103 pupils)
  11. 3.5 miles Potterspury Lodge School NN127LL (40 pupils)
  12. 3.6 miles Collingtree Church of England Primary School NN40NQ (175 pupils)
  13. 3.7 miles Tiffield - St John's NN128AA
  14. 3.7 miles Barbara Kahan Centre NN128AA
  15. 3.8 miles The Gateway School NN128AA (53 pupils)
  16. 3.9 miles Caroline Chisholm School NN46TP
  17. 3.9 miles Caroline Chisholm School NN46TP (1899 pupils)
  18. 4 miles Hackleton Primary School NN72AB
  19. 4 miles Milton Parochial Primary School NN73AT (99 pupils)
  20. 4 miles Paulerspury Church of England Primary School NN127NA (112 pupils)
  21. 4 miles Hackleton CofE Primary School NN72AB (201 pupils)
  22. 4.1 miles Castlethorpe First School MK197EW (42 pupils)
  23. 4.1 miles Wootton Primary School NN46HJ
  24. 4.1 miles Wootton Primary School NN46HJ (415 pupils)

List of schools in Northampton

School report

Ashton Church of England Primary


Roade Hill, Ashton, Northampton, NN7 2JH

Inspection dates 11–12 December 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 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

The school has made good progress since the
The staff work well together under the
Different events in the school calendar which
last inspection and pupils achieve well
because of good teaching and good
leadership and management. Levels of
attainment have improved.
headteacher’s leadership and provide a
curriculum which gives pupils a wide range of
link the school to the community, including
the church, help develop pupils’ confidence
and social skills. Assemblies are thoughtfully
presented and help pupils’ spiritual, cultural
and moral development.
The quality of teaching is managed well.
Pupils behave well and have a mature
The pupils get along well together. The school
Staff take very good care of the pupils. Parents
Governors, too, have a good idea of teaching
quality through their visits.
understanding of how to treat others. They
have a good knowledge of personal safety.
is ‘a happy family’. Pupils know each other very
are pleased that their children attend the
school and speak highly of it.
Some activities for children in the Early Years
Foundation Stage need further development
so that the experiences challenge the
children’s thinking more.
Subject leaders are not systematic enough in
Pupils do not have enough opportunities to
planning and undertaking reviews of subjects
for which they are responsible.
practise and develop their writing skills in
subjects other than English.
Inspection report: Ashton Church of England Primary School, 11–12 December 2012 2 of 10

Information about this inspection

  • The inspector visited 13 lessons or parts of lessons. Due to the headteacher’s teaching
    commitments, it was not possible to undertake joint observations of lessons.
  • The inspector heard pupils read and looked at samples of pupils’ work.
  • He examined the 12 responses on Parent View, the government’s website for parents’ views of
    schools, and also the school’s most recent survey of parents’ opinions.
  • A discussion was held with a member of the local authority’s advisory staff.
  • A formal discussion was held with pupils.
  • The inspector held formal discussions with the headteacher.
  • Progress data were examined and other school documentation, including safeguarding
  • A discussion was held with a member of the governing body.

Inspection team

Peter Sudworth, Lead inspector Additional Inspector
Inspection report: Ashton Church of England Primary School, 11–12 December 2012 3 of 10

Full report

Information about this school

  • This is a very small primary school with two classes, much below average in size. One class
    caters for children in the Early Years Foundation Stage and Key Stage 1 while the other class is
    for Key Stage 2 pupils.
  • The school has four part-time teachers who share the teaching of the two classes. The
    headteacher also teaches for half the week. This arrangement enables the Key Stage 2 class to
    be split for two mornings weekly. Additionally the school has five teaching assistants.
  • Children begin the Reception year in the September before their fifth birthday. Almost all
    children have previously attended some form of pre-school provision.
  • The school currently supports a below-average proportion of its pupils at school action, and also
    at school action plus or through a statement of special educational needs.
  • There are no pupils from ethnic minority groups.
  • The school meets the government’s current floor standards, which set minimum expectations for
    pupils’ attainment and progress.
  • The proportion of pupils supported by the pupil premium, which is extra government funding for
    pupils who are known to be eligible for free school meals, pupils in the care of the local authority
    and those from families with a parent in the armed forces, is much lower than the national

What does the school need to do to improve further?

  • Ensure that pupils practise and use their writing skills more effectively in different subjects by
    reducing the use of worksheets.
  • Improve the quality of activities for children in the Early Years Foundation Stage by:
    giving more attention to the national guidance for children’s education for the Early Years
    Foundation Stage
    thinking more deeply about the potential for learning in different activities
    guiding the teaching assistant who is assigned to the Reception children so that she is clear
    about the learning that is intended to come from the different activities
    visiting other schools which are renowned for their good Early Y ears Foundation Stage
    teaching, including small schools, and bringing back ideas to use.
  • Ensuring that staff manage their many subject responsibilities in a planned way and so keep the
    quality of teaching and learning in different subjects under review.
Inspection report: Ashton Church of England Primary School, 11–12 December 2012 4 of 10

Inspection judgements

The achievement of pupils is good
  • Attainment on entry varies from year to year because of the very small numbers in each year
    group. The attainment of any one pupil can have a very considerable effect on results. The
    overall pattern indicates that attainment is broadly in line with expectations when the children
  • Pupils achieve well in the school as a whole. Results have been improving and particularly in the
    past two years. The progress of pupils currently in the school is good. Pupils make particularly
    good progress in reading. Regular reading in school, special group reading sessions, a good
    quality of books, which attract the children’s interest, and the support of parents all contribute to
    this positive picture.
  • Progress in mathematics and writing is also good, although not as rapid as in reading. Overuse
    of worksheets prevents pupils from writing sufficiently on their own in different subjects and
    working out their own thoughts.
  • Staff give good support to disabled pupils and those who have special educational needs so that
    they make similar rates of progress to other pupils. Special work for individuals under guidance
    helps their understanding. Pupils entitled to pupil premium funding progress well and benefit
    from the funding and make similar rates of progress to others.
  • Reception children’s progress is a little slower. Attainment is usually around the national average
    but it varies from year to year depending on the number of children who find learning more
    difficult. Some activities for Reception children are not as challenging as they could be to
    develop children’s learning.
  • Pupils make good progress in their understanding of phonics (the linking of letters and sounds)
    including Reception children. Year 1 pupils exceeded the national percentage of pupils reaching
    the expected standard in the 2012 phonics screening test. More-able pupils do well in the school.
    In 2012, the proportion of pupils in both key stages who reached the higher levels exceeded
    national averages.
  • Pupils develop good skills in speaking and listening. Describing the building of two electric
    circuits in science, one pupil likened the second circuit to an ‘en-suite’ to the main circuit. Pupils
    have good skills in information, communication and technology. Key Stage 1 pupils showed good
    skills by using modern computer tablets to photograph cardboard images of the characters in the
    Nativity and then put the events in order.
The quality of teaching is good
  • Staff provide an attractive school environment and maintain good relationships with the pupils
    and so the pupils are keen to learn. Staff manage pupils well.
  • Teachers work hard to plan for different abilities and ages in the same class and activities are
    usually well matched to pupils’ needs. Splitting the Key Stage 2 class into two halves for two
    mornings each week helps to ensure that the pupils receive appropriate work.
Inspection report: Ashton C of E Primary School, 11–12 December 2012 5 of 10
  • Teachers make good use of practical resources to help pupils understand their work. In a Year
    3/4 mathematics lesson, individually the children chose four number cards and had to form
    these into a four digit number. In groups they then arranged these numbers from the highest to
    the lowest which helped them to understand the value of each digit.
  • The teaching of reading and phonics is good and supports pupils’ good progress. The careful
    records kept of pupils’ progress in reading ensure that the texts are well matched to pupils’
  • Marking is good. It is up to date. Teachers’ written comments on pupils’ work helpfully blend
    praise for what the pupils do well with aspects that can be improved, although handwriting,
    which can be untidy, does not receive enough rigorous attention.
  • Staff provide interesting activities for the pupils to do in lessons. Good use is made of
    investigation in mathematics which promotes the pupils’ thinking. Teaching assistants are used
    well in the activities. They work well with the pupils but occasionally tell the pupils too much
    rather than drawing out their responses through questioning. The teaching support in the
    Reception class needs guidance from teachers in the learning that they intend children to gain
    from activities.
  • Teachers research their lessons well and show good knowledge of the subject. They use their
    expertise effectively in their part-time roles by concentrating on particular aspects of work. This
    ensures that pupils’ learning is continuous. Teachers make sure that pupils understand what the
    lesson is going to be about and set out points which will help the pupils to be successful.
The behaviour and safety of pupils are good
  • Pupils enjoy school and attendance is above the national average. The pupils feel safe and like
    the small size of the school ‘because we know everybody’. They feel that they have opportunities
    which they would not otherwise get in a larger school, such as being involved in different
    sporting tournaments. The school size, they say, also enables them ‘not to get scared to ask
    because children are really close to you.’
  • Records of pupils’ behaviour indicate that it is typically good. They behave well in lessons,
    around the school and when at play. They show that they are aware of different forms of
    bullying but report that there is no bullying in school. Pupils enjoy the clubs and are keen to be
    involved in events that the school organises. They willingly join in assemblies which contribute
    well to their spiritual development and thought for others.
  • The pupils support a range of charities and pay for a student’s education in Africa. The school
    council is active in discussing school matters. It has planned the menu for the Christmas party
    and healthily included fruit salad. The pupils have made items for the school’s Christmas market
    at which they will sell the products.
  • Pupils have a good understanding of how to keep themselves safe, for example, being wary of
    strangers and thinking about road safety. They are aware that some drugs can be useful and
    ease discomfort but that others are very harmful. They know about cyber bullying and
    appreciate that it is best not to give information to people. They understand that some sites on
    the internet can be dangerous and they should not access them. They advise against watching
    things that are ‘over your age’.
Inspection report: Ashton C of E Primary School, 11–12 December 2012 6 of 10
The leadership and management are good
  • The staff team works well together and has the interests of the school and its children at heart.
    The school development plan is well written and has a focus on even further improvements.
  • Safeguarding is good. Child protection matters are well considered. Policies which concern pupils’
    health and safety are precise and helpful. The school keeps checks on a wide range of people
    who visit the school.
  • The local authority can no longer provide the support to its schools it once did due to a
    reduction in staffing. However, it has worked successfully with the governing body, which has
    improved significantly as a result.
  • The curriculum is well planned, although the experiences for children in the Early Years
    Foundation Stage are not always deep enough and do not refer sufficiently to national guidance.
    Other pupils generally do not practise their writing skills in different subjects sufficiently. A rota
    of themes and content help ensure that pupils do not repeat work.
  • Sufficient extra opportunities are provided for the pupils, given the size of the school. The
    residential visit in which pupils take part contributes well to the pupils’ social development. Visits
    to places of interest, including to museums in connection with their studies, help to strengthen
    learning and also develop their spiritual and cultural development effectively.
  • Teachers take on a large range of subject responsibilities because of the small size of the school
    but they do not systematically oversee progress and provision in a planned way so that each
    subject can be reviewed periodically. Nevertheless, the staff track pupils’ progress carefully.
  • Appraisal arrangements to review the progress of individual teachers are in place. A suitable
    number of targets are set for each teacher but they are not always written in terms that can
    measure success. There is a clear link between pay and performance.
  • Although the school receives very little money for pupil premium, it is wisely spent on one to one
    tuition and extra hours for teaching assistants. The effect is seen in the improvements to the
    pupils’ attainment. The gap between the attainment of pupils for whom this money is intended
    and that of the others is narrowing.
  • The school works well with other local schools, and the grouping together of teachers who teach
    different year groups helps the spread of good ideas. However, not enough is learned from other
    schools about different approaches to teaching and learning in the Early Years Foundation Stage.
    The school also works well with the local secondary school which has a sports specialism. This
    partnership ensures that pupils receive lots of opportunities to take part in different sporting
  • The school has good links with its parents and they think highly of the school. Parents state that
    they are particularly grateful to the school for the care given to the pupils including those who
    experience emotional difficulties.
  • The governance of the school:
    Membership within the governing body contains a good range of expertise including some
    which enables school data to be understood. Governors undertake training for their roles and
    understand the appraisal arrangements for staff. Governors are keen to see the school keep
    up the improvements. They visit and undertake a range of activities to keep abreast of
    teaching quality, including looking at pupils’ books and visiting lessons, and report on these
    visits. The governing body has a good structure of committees. The curriculum committee is
    particularly strong. Finance is well managed. Governors know that the small amount of money
    for pupils entitled to the premium funding is well spent on those for whom it is intended and
    that it is paying dividends for these particular pupils. Governors question and challenge the
    school and look particularly at the progress of individuals.
Inspection report: Ashton C of E Primary School, 11–12 December 2012 7 of 10
Inspection report: Ashton Church of England Primary School, 11–12 December 2012 8 of 10

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.

Inspection report: Ashton Church of England Primary School, 11–12 December 2012 9 of 10

School details

Unique reference number 121957
Local authority Northamptonshire
Inspection number 402070

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

Type of school Primary
School category Voluntary controlled
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 35
Appropriate authority The governing body
Chair Russell Hardman
Headteacher Sue Campbell
Date of previous school inspection 10 November 2009
Telephone number 01604 863189
Fax number 01604 863189
Email address reveal email: bur…


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