Ashby Fields Primary School, located in Daventry, Northamptonshire, underwent an inspection on June 14 and 15, 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, personal development, leadership and management, and early years provision also receiving the same rating. The school had not been previously inspected under section five of the Education Act 2005.
The inspection revealed that Ashby Fields is a happy school where pupils enjoy their learning. Students expressed positive sentiments about their experiences, highlighting the friendliness of both staff and peers. They feel safe and are aware of whom to approach if they have concerns. The new leadership team has established high expectations for pupils, who are eager to work hard. However, it was noted that pupils do not consistently retain what they have learned across the curriculum. There are instances where teachers lack a clear understanding of how effectively the curriculum supports pupils in knowing and remembering more, particularly for disadvantaged pupils and those with special educational needs and disabilities.
Pupil behavior was observed to be good, with a clear understanding among students that bullying is not tolerated. Staff are quick to address any concerns, and pupils demonstrate politeness and respect towards one another. They have a solid grasp of concepts related to difference and equality. While most parents and carers hold a positive view of the school, a notable minority expressed a desire for more information regarding their child's progress and staffing changes.
The inspection highlighted that over time, school leaders have not ensured that the quality of education is consistently good across all subjects. There is a lack of clarity regarding what pupils should learn and when, leading to inconsistencies in knowledge retention. Although some improvements are underway in certain subjects, leaders have yet to fully identify effective teaching methods for the curriculum content. This gap hinders pupils from building their understanding over time. Additionally, subject leaders do not regularly check how well pupils access the curriculum in foundation subjects.
Reading is prioritized within the school; however, there has been insufficient training for staff to ensure a consistent approach to phonics instruction. Some pupils find the work challenging, and not all staff ensure that reading materials align with the phonics knowledge of the students. Consequently, some pupils struggle with unfamiliar words due to gaps in their phonics understanding, and those who need additional support do not always receive it.
The mathematics curriculum is well-structured, but staff training has not been adequate for effective delivery. There is inconsistency in how knowledge is taught across classes, leading to confusion among pupils regarding mathematical concepts. Some students struggle to recall previously learned content, such as reading temperature scales.
Leaders have recognized the need for improvement in identifying pupils with special educational needs. Staff do not consistently identify the additional needs of these pupils, resulting in variable access to the curriculum. Some pupils with SEND do not make the expected progress, although leaders are aware of this issue and are working to address it.
In the early years, leaders have begun to connect learning experiences with future curriculum expectations. While this is evident in some areas, there are instances where children do not retain what they have learned across the curriculum. Positive relationships exist between children and adults, and the school provides an engaging environment for learning.
The school prepares pupils for life in modern Britain, teaching them about different family structures and healthy living. However, pupils' understanding of fundamental British values and various faiths remains fragile. The trustees and representatives of the multi-academy trust are well-informed about the school and have acted swiftly to implement improvements. They fulfill their statutory responsibilities and provide regular training for staff, who express overwhelming positivity towards the leadership and support from the trust.
The safeguarding arrangements at Ashby Fields are effective. Leaders ensure that the curriculum includes opportunities for pupils to learn about safety, including online safety. Pupils know whom to approach with concerns, and there is a strong culture of safeguarding within the school. Staff are trained to recognize signs of potential harm and report concerns promptly.
To improve, leaders must develop a sequenced curriculum across all subjects, ensuring clarity about what pupils should learn and when. Consistency in the implementation of the phonics program is essential, along with adequate training for staff. The approach to assessment needs to be clarified, and leaders must ensure that pupils with SEND receive the necessary support to access the curriculum effectively. Monitoring and evaluation of the quality of education must be rigorous to identify areas needing improvement, and pupils should be provided with a deeper understanding of British values and different faiths.
