Aston Fields Middle School
Headteacher: Mr Stephen Cox
reveal email address
School holidays for Aston Fields Middle School via Worcestershire council
600 pupils capacity: 93% full
270 boys 48%
290 girls 52%
Last updated: July 21, 2014
Middle Deemed Secondary — Community School
- Education phase
- Middle Deemed Secondary
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 396992, Northing: 269908
- GPS coordinates
- Latitude: 52.327, Longitude: -2.0456
- Accepting pupils
- 9—13 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 25, 2014
- Region › Const. › Ward
- West Midlands › Bromsgrove › Slideslow
- Urban > 10k - less sparse
- Free school meals %
- Learning provider ref #
- 0.1 miles Rigby Hall Day Special School B602EP (112 pupils)
- 0.2 miles The Birches Pupil Referral Unit B602LB
- 0.3 miles Finstall First School B602HS (298 pupils)
- 0.7 miles Charford First School B603NH (455 pupils)
- 0.8 miles North Bromsgrove High School B601BA (878 pupils)
- 0.8 miles South Bromsgrove Community High School B603NL
- 0.8 miles Bromsgrove School B617DU (1628 pupils)
- 0.8 miles South Bromsgrove Community High School B603NL (1325 pupils)
- 1 mile St John's CofE Foundation Middle School B617DH
- 1 mile St John's Church of England Middle School Academy B617DH (606 pupils)
- 1.1 mile Meadows First School B610AH (328 pupils)
- 1.1 mile St Peter's Catholic First School B617LH (283 pupils)
- 1.1 mile Parkside Middle School B610AH (475 pupils)
- 1.1 mile St Peter's Catholic First School B617LH
- 1.2 mile Millfields First School B617BS (209 pupils)
- 1.4 mile The Mount School B610EP
- 1.5 mile Whitford Hall School B617LB
- 1.7 mile Lickey End First School B601JG (148 pupils)
- 1.7 mile Tardebigge CofE First School B603AH (148 pupils)
- 1.8 mile Sidemoor First School and Nursery B618QN (341 pupils)
- 1.8 mile The Uplands Community Home B601BL
- 1.9 mile Coach House School B604LX
- 2 miles Hunters Hill Technology College B601QD (117 pupils)
- 2.1 miles Blackwell First School B601BN (113 pupils)
Ofsted report transcript
Aston Fields Middle School
Drummond Road, Bromsgrove, B60 2ET
|Inspection dates||25–26 June 2014|
|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.
| Students make outstanding progress from |
Achievement is outstanding in both English
Support provided for disabled students and
Pupil premium funds are used consistently
Teachers plan their lessons well and have
School leaders have implemented very
Relationships between adults and students
Attendance has risen over recent years and is
their average starting points on entry to the
school. Their attainment is well above
average when they move on to high school.
and mathematics, and strong in other
subjects as well.
those with special educational needs is very
effective and enables them to make rapid
well to help eligible pupils achieve as well as,
and often better than, their peers.
high expectations of their students. Teaching
is consistently outstanding in English and
mathematics. It is strong and improving
across a range of subjects.
effective literacy and numeracy policies which
have contributed to the high levels of
attainment in English and mathematics.
are excellent and contribute significantly to
the students’ success.
now well above the national average.
| Students’ behaviour is outstanding. Students |
Students feel safe and are very positive about
The quality of teaching and learning is checked
Robust and effective systems capture reliable
The headteacher leads the school with great
Governors hold the school to account and
enjoy attending the school and are full of
enthusiasm for their learning.
their school. They are polite and respectful
towards others. Conduct in lessons and around
the school is impeccable.
rigorously and developed very effectively by all
information about the progress of students.
Teachers quickly identify pupils experiencing
difficulties and support them to make rapid
diligence and determination. He is passionate
and fully committed to serving the needs of his
strive for excellence. Since the previous
inspection, they have relentlessly pursued their
aims of achieving an outstanding education for
Information about this inspection
- Inspectors observed teaching and learning in 16 lessons, some of which were jointly observed
with senior leaders. In addition, they made a number of shorter visits to lessons, tutorial
sessions and assemblies.
- Inspectors held meetings with the headteacher, other leaders and managers, and groups of
- Members of the inspection team held meetings with three groups of students, representing all
age groups in the school. Discussions also took place with students informally.
- A meeting was held with the Chair and other members of the Governing Body
- The inspection team observed the school’s work and scrutinised documents, including the
school’s own evaluation of how well it is doing, the school improvement plan and statistical
information about students’ achievement, attendance and exclusions.
- The inspectors took account of the 47 responses to the online questionnaire, Parent View, and
the 47 responses to the staff questionnaires. Additional comments were received from parents,
and consideration was given to the views expressed by students and their families in response to
the school’s own survey.
|Rob Ridout, Lead inspector||Additional Inspector|
|Balbir Kaur-Pierpoint||Additional Inspector|
|Graham Crerar||Additional Inspector|
Information about this school
- This middle-deemed secondary school is smaller than the average-sized secondary school.
- Most students come from White British backgrounds. The number of students from other ethnic
backgrounds is very small with approximately one per cent of the students speaking English as
an additional language.
- The proportion of students eligible for the pupil premium is below average. This additional
funding supports students who are known to be eligible for free school meals and those who are
looked after by the local authority.
- An average proportion of students with disabilities and special educational needs are supported
through school action.
- The proportion of these students supported through school action plus or with a statement of
special education needs is higher than average. Many of these students have moderate learning
difficulties, behavioural, social and emotional difficulties or other specific needs.
- Over twenty students benefit from the Y7 funded catch-up programme.
- The school meets the government’s current floor targets, which are the minimum expectations
for students’ attainment and progress.
What does the school need to do to improve further?
- Embed the high quality of feedback and guidance given to students on how to improve in all
subjects, so that it matches the best in the school, as exemplified in English, mathematics and
|The achievement of pupils||is outstanding|
- The work of students shows that they achieve exceptionally well in all year groups and make
outstanding progress from their starting points to the time they leave the school.
- Standards are very high in English, mathematics and science and rising. All groups, especially
the more-able students, achieve extremely well within these subjects. This was because teachers
provide individualised, tailored programmes to support students to secure faster progress.
- Student’s achievement is good and improving in other subjects including history, geography,
information and communication technology (ICT), religious education, and modern foreign
languages. Standards in art and music are high and rising further as students benefit from the
good work of teachers.
- The progress of students eligible for additional funding is rapid in both English and mathematics.
Extra help is provided through one-to-one tuition, in class support and the employment of
additional teachers has reduced the attainment gap between these students and others across
all years. Consequently, students receiving additional support achieve as well as and sometimes
better than their peers. In 2013 in Year 6, these students did as well as others in mathematics,
reading, and writing.
- Literacy is promoted well across the school. Reading is encouraged throughout the school and
literacy skills are developed in many subjects. Year 7 ‘catch-up’ funding is used effectively to
support weak readers and help them to improve their reading skills so that they are able to keep
up with their classmates in lessons.
- Disabled students and those who have special educational needs make at least good progress.
This is because teaching is closely matched to their learning and teaching assistants provide high
quality support that contributes to their success.
- Students in Years 5 and 6 make at least good and often outstanding progress in their studies.
This is because of the successful work done in partnership with the first schools. Good planning
supports the seamless transition of students into the school. The curriculum is designed to link
with prior learning, and work done with Year 4 teachers is continued with Year 5 teachers. As a
result students learn quickly and achieve standards in Year 6 well above average.
|The quality of teaching||is outstanding|
- Teaching across most subjects and topics leads to outstanding outcomes for most students. This
is especially true in English, mathematics and science.
- Teachers are well qualified and use their strong subject knowledge to make learning enjoyable
and challenging. They are enthusiastic and readily motivate their students to learn. They have
very high expectations of students and this drives achievement, especially of the most able. As a
result, teaching leads to all students making good, and often outstanding, progress.
- Available information about students is used effectively to plan lessons that are exciting and
interesting. Teachers make learning interesting and meaningful. Where learning is most effective
and progress rapid, the teacher’s ambitions for all students are evident. Teachers are most
skilled in adapting questions to develop learning for students of different abilities.
- Students are clear about their target grades and know what they need to do to achieve them.
Encouragingly, the vast majority of students are ambitious for themselves and many want to
exceed their targets. Students praise their teachers and said that they worked hard because the
teachers respected and work hard for them.
- Students welcome the chance to work with each other. In one science lesson, for example,
students were challenged to diagnose injuries of patients admitted to an accident and
emergency ward and required to suggest possible actions. They commented on the work of
others, welcomed the chance to make corrections and could describe the next steps they must
take to improve their work.
- Teachers’ marking is frequent and regular. Students make most rapid progress where the
teacher checks that they act on the advice given and have understood the changes they have
made. Teachers’ marking and feedback is best in English, mathematics and science, but is less
effective in helping pupils to improve in other subjects.
- Students at risk of falling behind receive support both in and out of lessons. Teachers plan
activities to better meet their needs and work closely with teaching assistants to ensure that
these students achieve well.
- The regular setting of homework, linked to classwork, is promoting good and better learning.
|The behaviour and safety of pupils||are outstanding|
- The behaviour of students is outstanding. Students’ attitudes to learning are excellent. They are
highly motivated in lessons and involve themselves in the full range of school activities both
during and after school.
- Students exhibit tremendous respect for one another in lessons. This is because staff model and
consistently promote respectful behaviours throughout the school. Students feel extremely safe
in their school.
- Social skills are very well developed and students work very successfully together. For example,
they provide helpful, informative feedback to each other about work in both an honest and
sensitive way that promotes outstanding progress.
- Incidents of disruption in the classroom are extremely rare. This is because teachers have high
expectations for the behaviour of students and students have high expectations of themselves
and others. Praise and encouragement are used consistently well.
- The school’s work to keep students safe and secure is outstanding. Students receive regular
teaching about how to use the internet safely. This has been further reinforced by talks given by
teachers and external speakers, including the police, in assemblies.
- Parents and staff strongly agree with students that this is a safe school and incidents of bullying
are very rare. Students are aware of the different forms of bullying, including homophobic, racist
and cyber-bullying. They say that the school promotes tolerance and understanding for others,
but equally express great confidence that teachers will deal with reported bullying well.
- Fixed-term exclusions are well below national averages and attendance figures are well above
national averages and still rising. Incidents of lateness to school or lessons are extremely rare.
|The leadership and management||are outstanding|
- The headteacher leads the school exceptionally well. He has successfully galvanised all staff as
they strive for excellence, promote learning for life and maintain outstanding achievement for all
at the school. He is supported by a very able leadership team who work effectively to sustain
and further improve the already high standards within the school.
- There is a strong staff team with a shared sense of purpose and direction. Staff are united in
their view that improving the school for the benefit of students is at the core of their work.
- Central to the school’s success is the setting of ambitious and aspirational targets for students
within a caring and supportive setting. Leaders set the bar high and both staff and students
strive to achieve these high expectations.
- The management of teacher’s work is robust and is seen to be fair. The system is underpinned
by high quality training. Teachers’ pay rewards are linked closely to the progress of their pupils.
Teachers new to the school are full of praise for the support they have received to enable to
settle into the school community quickly and help students to achieve well.
- The curriculum promotes equality of opportunity extremely well because it is designed to cater
for the needs and interests of all students. Literacy and numeracy teaching has been enhanced,
with additional time built into the week for some students to improve their skills in these areas.
The tutorial system promotes students’ spiritual, moral and social development well. Students
very much appreciate the wide range of additional activities offered to them on a weekly basis.
- Partnerships with local schools are very strong and enhance students’ creative and sporting skills
and development. The primary sports funding is used very effectively to develop staff expertise,
employ external coaches to deliver programmes and widen pupils’ participation in physical
activities, leading to better fitness.
- Leaders have an accurate view of the school’s strengths and weaknesses. Priorities are realistic
and focus strongly on continuing to improve teaching and raise the achievement of all groups to
the highest levels in all aspects of the school’s work.
- The local authority confirms the leaders’ views of their high performance in the school and this
confidence has resulted in the local authority adopting an appropriate light touch approach. Staff
and parents strongly support the leadership of the school.
- The school’s arrangements for safeguarding students meet statutory requirements.
- The governance of the school:
The governing body have high aspirations for both their staff and students. Governors possess
a strong set of skills and knowledge which have helped them improve accountability and drive
up standards since the last inspection.
Governors review their own effectiveness annually. Following an evaluation of their work they
implemented an action plan to strengthen their role in challenging and supporting the school.
Relevant training enhanced their abilities to hold school leaders more fully to account and
ensure standards continued to rise within the school.
The headteacher’s performance is managed effectively and ambitious targets are set every
year. He is held rigorously to account for the school’s work through robust performance
meetings with governors.
Governors have a very thorough understanding of the strengths and weaknesses in teaching
across the school and have worked closely with the headteacher and staff to develop the
school’s performance management of teachers. Successful pay progression is now clearly
linked with the Teacher Standards and especially to the achievement of students.
The governing body keep a firm grasp on the financial oversight of the school’s budget. They
are kept informed of how pupil premium and catch-up government funding is spent and can
clearly describe the real and positive impact of this funding.
Governors use data about the school to inform themselves of the impact of teachers’ work on
how well students achieve. As a result, they play a crucial role in the school’s success and they
strive to secure outstanding outcomes for all its students at all times.
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||116957|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Middle deemed secondary|
|Age range of pupils||9-13|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||553|
|Appropriate authority||The governing body|
|Date of previous school inspection||15 June 2010|
|Telephone number||01527 876026|
|Fax number||01527 574798|