Asfordby Hill Primary School, located in Melton Mowbray, Leicestershire, has been recognized as a good school following its inspection on June 29 and 30, 2021. The leadership team at the school is dedicated to understanding the needs of families, ensuring that pupils are at the center of all decisions made. This commitment fosters a strong sense of pride among both pupils and staff, with parents appreciating the school's family-centered approach. Feedback from parents highlights the school's dedication, with comments such as This school always goes above and beyond.
Pupils at Asfordby Hill Primary School exhibit positive attitudes that align with the school's core values, which include enthusiasm, understanding, self-control, perseverance, gratitude, curiosity, and optimism. The respectful interactions among pupils and between pupils and staff contribute to a supportive school environment. Students feel safe and are aware of whom to approach if they have concerns. The school promotes inclusivity, ensuring that all pupils participate in various aspects of school life.
The school offers numerous opportunities for pupils to explore new interests, including a variety of music, art, and sports clubs. Participation in competitions has led to several sports awards, showcasing the school's commitment to extracurricular activities. Although COVID-19 restrictions have limited some club offerings, leaders are planning to reinstate a full range of opportunities once these restrictions are lifted.
Leaders at Asfordby Hill Primary School are ambitious for all pupils and have maintained a focus on providing a broad and well-planned curriculum, even during the pandemic. Pupils are encouraged to challenge themselves and strive for their best. The mathematics curriculum is particularly well-structured, with clear plans outlining the essential knowledge pupils should acquire from early years through Year 6. Recent efforts have been made to enhance pupils' ability to recall facts quickly, aiding problem-solving skills. In the early years, staff prioritize language development to prepare pupils for the curriculum in Year 1.
Reading is a significant focus for the school, with leaders aiming to cultivate a love of reading among pupils. Daily story sessions are held, and all staff are trained in early reading instruction. Regular assessments ensure that pupils are retaining the sounds they learn. However, inconsistencies in the approach to teaching reading have been noted, leading to some pupils not progressing as quickly as they should. Additionally, some reading materials do not align well with pupils' needs.
Curriculum reviews are ongoing in various subjects, with some training for staff delayed due to the pandemic. Leaders in subjects like history and art are working to ensure that curriculum plans effectively revisit key knowledge, helping pupils retain information over time. However, some plans are still incomplete, and there is a need for clearer identification of essential knowledge for early years pupils.
Parents of children with special educational needs and disabilities feel supported by the school, which makes necessary adaptations to help these pupils thrive. Feedback from parents indicates appreciation for the efforts made by school leaders to empower their children.
The school places a high priority on staff well-being and workload management. Teachers have reported positive impacts from using an online system for recording pupils' work, which has enhanced both their workload and the quality of pupils' work. The focus on staff well-being has been described as refreshing.
Leaders have established connections with local community groups to enhance pupils' understanding of the world. Initiatives such as a sensory garden and community improvement projects demonstrate the school's commitment to fostering a sense of responsibility among pupils.
In discussions with the headteacher, the inspector identified curriculum development and early reading instruction as areas for focus in future inspections. The safeguarding arrangements at the school are effective, with strong relationships between leaders and parents aiding in the prompt identification and resolution of concerns. Staff are well-informed about safeguarding procedures, and pupils know whom to approach if they feel worried.
To improve, the school needs to implement a consistent approach to early reading instruction, ensuring that all pupils receive appropriate materials and practice. Additionally, leaders should enhance the knowledge of teachers in the wider curriculum to support pupils' learning and retention of important information. Overall, Asfordby Hill Primary School continues to demonstrate its commitment to providing a supportive and enriching educational environment for its pupils.
