Ashton Church of England Primary School
phone: 01604 863189
headteacher: Mr Simon Blight
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 %
- 1.1 mile Roade Primary School NN72NT (189 pupils)
- 1.1 mile Roade School Sports College NN72LP
- 1.4 mile Hartwell Church of England Primary School NN72HL
- 1.4 mile Stoke Bruerne Church of England Primary School NN127SD (39 pupils)
- 1.4 mile Hartwell Primary School NN72HL (190 pupils)
- 2.8 miles Hanslope Primary School MK197BL (221 pupils)
- 3.2 miles Blisworth Community Primary School NN73DD (206 pupils)
- 3.2 miles Woodland View Primary School NN45FZ
- 3.2 miles Woodland View Primary School NN45FZ (447 pupils)
- 3.4 miles Yardley Gobion Church of England Primary School NN127UL (103 pupils)
- 3.5 miles Potterspury Lodge School NN127LL (40 pupils)
- 3.6 miles Collingtree Church of England Primary School NN40NQ (175 pupils)
- 3.7 miles Tiffield - St John's NN128AA
- 3.7 miles Barbara Kahan Centre NN128AA
- 3.8 miles The Gateway School NN128AA (53 pupils)
- 3.9 miles Caroline Chisholm School NN46TP
- 3.9 miles Caroline Chisholm School NN46TP (1899 pupils)
- 4 miles Hackleton Primary School NN72AB
- 4 miles Milton Parochial Primary School NN73AT (99 pupils)
- 4 miles Paulerspury Church of England Primary School NN127NA (112 pupils)
- 4 miles Hackleton CofE Primary School NN72AB (201 pupils)
- 4.1 miles Castlethorpe First School MK197EW (42 pupils)
- 4.1 miles Wootton Primary School NN46HJ
- 4.1 miles Wootton Primary School NN46HJ (415 pupils)
Ashton Church of England Primary
Roade Hill, Ashton, Northampton, NN7 2JH
|Inspection dates||11–12 December 2012|
|Overall effectiveness||This inspection:||Good||2|
|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.
|Peter Sudworth, Lead inspector||Additional Inspector|
|Inspection report:||Ashton Church of England Primary School, 11–12 December 2012||3 of 10|
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
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|
|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
- 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
- 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 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|
|Unique reference number||121957|
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|
|Date of previous school inspection||10 November 2009|
|Telephone number||01604 863189|
|Fax number||01604 863189|