Asquith Primary School, located in Mansfield, Nottinghamshire, underwent an inspection on March 7 and 8, 2023. The overall effectiveness of the school was rated as requiring improvement, which reflects a decline from its previous inspection grade of good. The quality of education, behavior and attitudes, leadership and management, and early years provision were all assessed as requiring improvement, while personal development was rated as good.
The inspection highlighted that staff prioritize the care and wellbeing of pupils, fostering an environment where students can develop confidence and resilience. Pupils express enjoyment in learning and appreciate the fun and engaging teaching methods employed by their teachers. However, it was noted that some pupils do not achieve their full potential due to a curriculum that lacks sufficient ambition in certain areas.
Pupils are generally aware of the school rules and understand the expected behavior. While behavior in lessons is mostly positive, there are instances where a few pupils struggle, particularly during social times, which can disrupt the learning environment for others. Staff provide support to help these pupils improve their behavior, and while bullying does occur, it is addressed promptly by the staff.
The school offers a variety of extracurricular activities that help develop pupils' interests and talents, which are well-received by both parents and students. Many pupils participate in sports, gardening, homework clubs, and choir, contributing to a well-rounded educational experience.
Leaders have initiated a revision of the school’s curriculum to ensure it is well-planned and sequenced from early years to Year 6. They aim to be ambitious for all pupils, including those with special educational needs and disabilities. However, the impact of these changes is still limited as the revisions are recent. Mathematics was identified as a strength, with a well-sequenced curriculum and effective assessment practices that help pupils retain knowledge over time. In contrast, other subjects do not consistently meet the same standards, with some work not being sufficiently challenging or reflective of the planned curriculum.
The school is proactive in identifying the needs of pupils with special educational needs and disabilities, ensuring they have access to the full curriculum. Staff provide support for their social and emotional needs, but there are instances where teaching does not adapt adequately to meet these pupils' requirements, particularly in literacy.
Reading is a focus area, with efforts made to promote a love of reading from early years through to Year 6. The school has implemented a consistent early reading program, and teachers are quick to identify pupils who struggle. However, some pupils do not receive the precise support needed to catch up effectively.
In the early years, children are well cared for, and strong relationships are established. Staff know the children well, but without adult support, language development can slow, and behavior may not consistently meet expectations. Clear routines have not been fully established, impacting children's readiness for future learning.
Leaders promote pupils' wider development effectively, teaching them about safety, health, and responsible citizenship through various initiatives. Pupils engage in activities that foster respect for different cultures and families, and many take on additional responsibilities, such as supporting younger pupils with reading.
Staff generally enjoy working at the school and appreciate the training provided. However, some staff feel that more could be done to alleviate their workload and support them in managing challenging behavior.
Governors effectively hold leaders accountable for the school's performance and fulfill their statutory responsibilities. The safeguarding arrangements are deemed effective, with leaders prioritizing the safety of all pupils and ensuring staff are well-trained to identify and report concerns.
To improve, leaders need to focus on establishing routines and supporting language development in the early years to better prepare children for future learning. Additionally, ensuring all pupils receive the necessary support to become confident readers is crucial. There are inconsistencies in curriculum implementation across subjects, which need to be addressed to enhance pupil learning and retention. Finally, improving behavior during social times and ensuring high expectations for behavior are maintained throughout the school day are essential for fostering a positive learning environment.
