Ash Grove Primary Academy, located in South Elmsall, Pontefract, West Yorkshire, underwent an inspection on May 10 and 11, 2023. The overall effectiveness of the school was rated as good across various categories, including the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision. This was the first inspection under section five of the Education Act 2005 since the school converted to an academy in December 2018.
Pupils at Ash Grove Primary Academy exhibit pride in their school, demonstrating politeness and good manners. They are well aware of the school’s values, which emphasize respect, responsibility, appreciation, and aspiration. The school has established clear behavioral expectations, leading to a positive atmosphere where pupils understand the difference between bullying and conflicts among peers. They feel safe and supported, knowing that trusted adults are available to assist with any concerns. The school also educates pupils about potential dangers in the community, equipping them with strategies to handle various situations.
Leadership opportunities are available for pupils, such as roles as anti-bullying ambassadors, well-being ambassadors, play leaders, and librarians. These roles foster a sense of responsibility and pride among students. The school promotes fundamental British values through assemblies and celebrates diversity throughout the year, including events like International Women’s Day. Parents and staff are committed to the school and the local community, striving for the best outcomes for pupils. Students express appreciation for their teachers, highlighting their kindness and support.
The curriculum at Ash Grove Primary Academy is well-organized, with clear learning objectives in most subjects. In areas where teachers have received effective training, such as mathematics, the delivery of the curriculum is particularly strong. However, in some subjects like history and science, the specific knowledge that pupils should acquire is not as clearly defined. Leaders have implemented effective systems to identify the needs of pupils with special educational needs and/or disabilities, ensuring that these students learn alongside their peers.
Reading is a priority at the school, with a strong emphasis on phonics from the early years. Staff are well-trained to help pupils develop reading skills, and the selection of books in the school library promotes awareness of diverse cultures. Parents are encouraged to support their children’s reading at home, and targeted assistance is provided for those who fall behind.
The early years curriculum focuses on language and communication, preparing children for key stage one. The environment is inviting and well-resourced, fostering independent and collaborative play among children. Staff engage effectively with pupils, enhancing their language development. Parents are invited to participate in stay-and-play sessions, strengthening the relationship between home and school.
Pupils generally behave well in class and throughout the school. The behavior policy is understood by both staff and students, leading to improvements in overall behavior. When distractions occur, staff are quick to help pupils refocus, ensuring that learning is not disrupted. The school has developed a comprehensive program for personal, social, health, and economic education, promoting safety and equality in sports participation.
Despite improvements in attendance, some pupils still do not attend school regularly, which affects their learning progress. Leaders are actively working to enhance attendance systems and communicate the importance of regular attendance to parents. While most parents are satisfied with the school, a minority express concerns about communication and how their issues are addressed. Leaders acknowledge the need to improve engagement with parents and the local community.
The governing body is well-supported by the trust and regularly visits the school to monitor its operations. They hold leaders accountable for the quality of education. Most staff feel supported by leadership, although there are indications of low morale among some. Safeguarding arrangements are effective, with staff trained in safeguarding practices and clear systems for reporting concerns. The school prioritizes the safety of pupils, teaching them about online safety and how to protect themselves in various situations.
In summary, Ash Grove Primary Academy demonstrates a commitment to providing a good quality of education and fostering a supportive environment for its pupils. While there are areas for improvement, particularly in communication and attendance, the school is well-positioned to continue its positive trajectory.
