Ashton Hayes Primary School, located in Chester, Cheshire, has been recognized as a good school following its inspection on 30 November 2022. The school fosters a strong sense of community, where pupils express enjoyment in their school experience. Relationships between pupils and staff are notably positive, contributing to a safe environment where students feel well cared for. The school effectively addresses bullying, with leaders and staff responding swiftly to any incidents.
The leadership team at Ashton Hayes Primary School demonstrates high ambition for all pupils, including those with special educational needs and disabilities, as well as disadvantaged students. The academic, social, and emotional support provided by the school plays a crucial role in the success of its pupils. Teachers maintain high expectations for behavior, resulting in a calm classroom atmosphere that allows students to focus on their learning. Pupils exhibit politeness and confidence, engaging articulately with visitors.
Diversity is well understood among pupils, who recognize the importance of inclusion and celebrate their differences. They take pride in their responsibilities, such as participating in the pupil parliament, and enjoy a variety of sports and games during lunchtime and after school. The school also offers structured activities in the forest area, enhancing learning across the curriculum.
The curriculum at Ashton Hayes Primary School is ambitious and thoughtfully designed, with a focus on the knowledge that pupils should acquire. Leaders have implemented a curriculum that includes creative use of the outdoor environment, and teachers possess a strong understanding of the subjects they teach. However, there is a need for clearer identification of the specific knowledge that pupils should learn by the end of the early years as they transition to Year 1. This gap can limit the application of prior knowledge to new learning experiences.
Phonics instruction is well-structured, beginning in the early years. Pupils at risk of falling behind are identified early, and effective support is provided. Nonetheless, the school is in the early stages of implementing a new phonics approach, which means that some pupils are still developing their phonics knowledge and reading fluency. By the end of Key Stage 1, most pupils are able to read well.
Teachers provide numerous opportunities for reading and listening to stories, which enhances pupils' vocabulary and comprehension. The reading curriculum in Key Stage 2 helps students engage with a wide range of texts, and older pupils express enthusiasm for reading and discussing the books they have encountered.
Assessment practices are in place to monitor pupils' learning, allowing teachers to identify those who may need additional support. Leaders gather information about pupils' progress across various subjects, providing a clear understanding of how the curriculum supports knowledge acquisition.
Pupils with special educational needs are accurately identified, and teachers ensure they have access to the same curriculum as their peers through effective resource use and support from additional adults. Collaboration with outside agencies ensures that these pupils receive the necessary assistance, enabling them to make progress comparable to their classmates.
In the early years, children quickly adapt to routines that promote safe and purposeful work and play. Throughout the school, pupils demonstrate good behavior, listening attentively in class and maintaining focus on their learning. They are eager to perform to the best of their abilities.
The school emphasizes learning about the wider world, including different cultures and religions, fostering an understanding of equality among pupils. The curriculum includes memorable experiences, such as museum visits and residential trips, which enrich pupils' education. The range of after-school clubs, particularly in sports, is valued by pupils, parents, and carers.
Staff appreciate the trust placed in them by the leadership team and governors, recognizing efforts to consider their workload when introducing new initiatives. Governors are well-informed about the curriculum and have established processes to ensure the quality of education.
The safeguarding arrangements at Ashton Hayes Primary School are effective. Staff receive regular training and are vigilant in identifying any concerns regarding pupils. They maintain strong relationships with families and collaborate with various agencies to address safeguarding issues promptly. Pupils are educated on safety, including swimming and cycling, and they understand how to stay safe online.
To improve, the school should further embed the new phonics curriculum to ensure that all pupils develop the expected phonics knowledge and skills. Additionally, leaders need to provide clearer guidance on the essential knowledge that early years pupils should acquire to prepare them for Key Stage 1, ensuring a solid foundation for future learning.
