Ashby School, located in Ashby-de-la-Zouch, Leicestershire, has recently undergone an inspection, resulting in an overall effectiveness rating of good. The school, which is part of the LiFE Multi-Academy Trust, is led by headteacher Jude Mellor and serves a diverse student body of 1,528 pupils aged 11 to 19. The inspection took place on January 24 and 25, 2024, and marked the first routine inspection since the school was established.
The school is recognized for its high expectations of all students, including those with special educational needs and disabilities. Pupils generally strive to meet these expectations and exhibit good behavior throughout the school. Positive relationships between staff and students contribute to a supportive learning environment where pupils feel safe and happy. The school actively promotes a culture of respect and does not tolerate bullying, ensuring that students have access to trusted adults for support.
Parents and carers have expressed satisfaction with the education their children receive, highlighting the commitment of teachers and leaders to student well-being and development. The school encourages student involvement in various roles, such as school council members and well-being champions, fostering a sense of pride and community among pupils.
The leadership and management of the school are noted for their effectiveness, with swift actions taken to implement significant improvements. The school is highly inclusive, providing well-resourced on-site provisions that allow pupils to pursue both academic and vocational qualifications. Subject leaders have identified essential knowledge for pupils, ensuring a progressive curriculum that builds on prior learning. However, the impact of these curriculum improvements on pupil progress and attainment at key stages four and five has yet to be fully realized.
Teachers demonstrate strong subject knowledge and frequently assess pupils' understanding. Lessons often begin with retrieval tasks to gauge prior knowledge, although the consistency of formative assessment practices across subjects requires further development. While intended learning outcomes are ambitious, expectations for the quality of work produced in some lessons may not always align with these goals.
Support for pupils with special educational needs is generally effective, but there are instances where adaptations to the curriculum could be improved to better meet individual learning needs. The sixth-form provision is strong, with students actively engaged in their learning and benefiting from knowledgeable staff support.
The school also emphasizes personal development, providing high-quality pastoral support and promoting awareness of physical and mental health. The careers program is well-regarded, although there is a recognized need for more workplace opportunities for students. Additionally, the curriculum at key stages four and five could better incorporate teachings about diverse faiths and cultures.
Overall, the school is focused on the right areas for improvement, with leaders maintaining an accurate understanding of the school's strengths and development needs. The support from the trust enhances teacher training and coaching, contributing to a positive working environment. Safeguarding arrangements are effective, ensuring the safety and well-being of all pupils. The school is committed to refining its curriculum and assessment practices to ensure that all students achieve their full potential.
