Ashton Vale Primary School, located in Bristol, underwent an inspection on 11 and 12 October 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas of the quality of education, leadership, and management also marked as needing enhancement. However, the school demonstrated good performance in behavior and attitudes, as well as in personal development, while early years provision was also rated as good.
Pupils at Ashton Vale Primary School, including those with special educational needs and disabilities, experience a varied quality of education across different subjects. While some areas of the curriculum are effective, there is inconsistency that affects pupils' ability to recall prior learning. This inconsistency is attributed to a curriculum that does not adequately support long-term retention of knowledge. Despite these challenges, pupils express enjoyment in attending the school, which is recognized for its welcoming environment and strong community ties. They appreciate the school’s values of heart, equality, and aspiration, which promote kindness and respect.
The leadership at Ashton Vale Primary School is characterized by high expectations for pupil behavior. Students feel safe and report that bullying is infrequent, with confidence in the staff's ability to address any issues that arise. Attendance remains a concern for some pupils, impacting their learning. However, leaders have implemented systems aimed at improving attendance rates.
The school offers a variety of extracurricular activities, including sports and reading initiatives, which pupils value highly. The new headteacher has ambitious goals for student achievement and has a clear understanding of the school's strengths and areas needing development. Senior leaders have successfully reduced behavioral incidents and provided training to enhance teachers' subject knowledge, particularly in reading. Nevertheless, improvements in other subjects are still in the early stages, and many subject leaders are new to their roles, limiting their ability to monitor curriculum implementation effectively.
Reading is a priority at Ashton Vale, with pupils engaging with a diverse range of texts. The phonics program is well-structured, allowing children to start learning to read as soon as they enter Reception. Staff effectively teach phonics, ensuring that pupils read books that correspond to the sounds they are learning. Regular assessments help identify pupils who may need additional support, allowing them to catch up quickly.
In mathematics, the curriculum is well-organized, with a clear progression of knowledge starting from early years. Pupils demonstrate a solid understanding of fundamental concepts, which they apply effectively in problem-solving scenarios. However, the implementation of the curriculum across other subjects, such as French, is still developing, leading to gaps in older pupils' knowledge and skills.
Leaders are committed to supporting pupils with special educational needs, with established systems for identifying individual needs. However, some teachers do not fully utilize individual pupil plans, which can hinder the progress of these students. Overall, pupils exhibit positive attitudes towards learning, displaying good behavior in lessons and during social interactions, contributing to a calm and orderly school environment.
Pupils' personal development is closely linked to the school's values, with an emphasis on leading a healthy lifestyle and understanding the importance of tolerance and laws. While governors are aware of their responsibilities, they lack a comprehensive understanding of the quality of education provided, which limits their ability to challenge and support school leaders effectively.
The safeguarding arrangements at Ashton Vale Primary School are effective, with leaders demonstrating vigilance and ensuring staff are well-trained to identify and respond to potential risks. Pupils are educated on safety, both in their local community and online. However, there are some discrepancies in the accuracy of safeguarding records, which need to be addressed.
To improve, the school must fully implement an effective curriculum across all subjects, ensuring that it builds on prior learning and supports pupil progress. Leaders should enhance the use of assessment to inform teaching and learning, while subject leaders need to develop their oversight of curriculum implementation. Additionally, governors must gain a more accurate view of educational quality to provide appropriate support and challenge to school leaders.
