The inspection of Ashbrow School, conducted on January 24 and 25, 2023, revealed that the overall effectiveness of the school requires improvement. The quality of education is also rated as requiring improvement, while behaviour and attitudes, as well as personal development, are considered good. Leadership and management are noted to require improvement, and early years provision is rated as inadequate. This marks a decline from the previous inspection, which rated the school as good.
Since the last inspection, the standard of education has declined, but current leaders are making changes that are beginning to positively impact the school environment. They have raised expectations for pupils' learning and behaviour through the introduction of a new behaviour policy and a redesigned curriculum. However, some of these changes are not yet fully embedded, particularly in the early years curriculum, which does not provide children with a strong foundation for their education. Recent changes in this area have not yet had sufficient time to demonstrate their effectiveness.
Pupils report feeling safe at the school, with relationships built on trust. They understand and adhere to the school values of care, respect, and kindness, and they know that adults will support them with any concerns. Positive relationships exist between staff and pupils, and pupils exhibit positive attitudes towards learning. Clear expectations for behaviour are established by staff, and pupils feel listened to and cared for. They are aware of what bullying is and how to identify it, and incidents of bullying or inappropriate language are infrequent. When such incidents do occur, leaders address them swiftly. Pupils who require support in regulating their emotions receive targeted assistance, and they enjoy access to a newly developed outdoor learning area.
Leaders have recently worked to raise the ambition of the curriculum for all pupils, including those with special educational needs and disabilities. Subject leaders have identified key themes and concepts for pupils to learn. In some subjects, such as art, the knowledge and vocabulary expected of pupils are clearly defined, but in others, like geography, this clarity is lacking. In subjects where knowledge and vocabulary are less clearly defined, teachers sometimes fail to provide learning experiences that effectively build pupils' knowledge over time. While teachers check pupils' understanding during lessons, these checks do not always provide the necessary information about gaps in pupils' prior knowledge.
Curriculum subject leaders regularly monitor how well their subjects are mapped out across year groups. However, these checks do not enable leaders to quickly identify and address areas where lesson content could be further developed to enhance pupils' learning. Leaders have selected a phonics curriculum that allows pupils to learn letter sounds in an appropriate sequence, and the reading materials provided align with the phonics knowledge acquired. Staff have received training to teach reading, and pupils needing additional support are identified and assisted. Nonetheless, inconsistencies exist in how teachers deliver phonics lessons, affecting pupils' ability to recognize letters and read words uniformly.
The early years curriculum is underdeveloped and poorly understood by staff, resulting in children lacking meaningful experiences across the seven areas of learning. Interactions between staff and children vary in quality, with many failing to support learning effectively. Routines are not well established, and children do not have the opportunities necessary to become independent and resilient learners. Although leaders have recently begun addressing these weaknesses, the changes are still in the early stages, making it too soon to assess their impact.
Leaders have ensured that the personal development curriculum is relevant and appropriate for the community context. Older pupils can articulate how the Awareness Curriculum has helped them understand risks such as gangs and drugs, demonstrating maturity in their discussions. They also possess knowledge of major world faiths and different family structures.
Governors are committed to safeguarding and actively check that leaders' reports reflect the reality within the school. They monitor the effectiveness of pupil premium and sports premium funding to ensure it benefits pupils' education and fitness. Staff feel supported by governors and senior leaders regarding their workload and well-being.
The arrangements for safeguarding are effective, with staff demonstrating a strong understanding of local safeguarding risks. Clear systems are in place for staff to report concerns, and leaders act swiftly on these concerns. Regular training ensures staff are updated on safeguarding policies and local risks. Pupils receive education on how to keep themselves safe, including awareness of community issues such as knife crime and gangs. Overall, while there are positive aspects of the school, significant areas require improvement to enhance the educational experience for all pupils.
