|Name||Asfordby Hill Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||23 January 2012|
|Address||Melton Road, Asfordby Hill, Melton Mowbray, Leicestershire, LE14 3QX|
|Religious Character||Does not apply|
|Number of Pupils||186 (45% boys 55% girls)|
|Number of Pupils per Teacher||23.3|
|Academy Sponsor||Asfordby Hill Primary School|
|Percentage Free School Meals||6.5%|
|Percentage English is Not First Language||1.1%|
|Pupils with SEN Support||11.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This is a smaller than average primary school with four mixed-aged classes. Almost all the pupils are of White British heritage. The proportion from other ethnic heritage groups is well below average; there are currently no pupils for whom English is not their home language. The percentage of girls is above average. The numbers of pupils entering or leaving the school during a school year, other than at the start of the autumn term, is increasing. The proportion of pupils known to be eligible for free school meals is average. The percentage of disabled pupils and those with special educational needs is average. The proportion with a statement of special educational needs, mainly for specific learning needs, is well below average. The governing body provides a daily breakfast club, and an after-school club each Tuesday and Wednesday for up to 16 of the school’s pupils. The school has gained the Healthy Schools award, and has achieved intermediate International School status.
This is a good school. Pupils make good progress and achieve well. Attainment by the end of Year 6 is above average. Standards are higher in mathematics than English, but the school is focused well on the development of pupils’ reading and writing skills. This is helping to close this gap and enabling the more-able pupils to gain higher levels. Staff and governors are ambitious for the pupils to ensure they gain the best start to their education. This underpins well the school’s ethos and its approach to development and improvement planning. Good leadership and management ensure that comprehensive records are maintained on the pupils and their progress. These are used well to support the pupils’ personal and academic learning and progress. Provision in the Early Years Foundation Stage is good. The records and assessments kept on the children are thorough. However, information is maintained in different files, and not collated in the children’s ‘learning journeys’ to enhance their value as a record of children’s achievements. Work on letters and sounds (phonics) is systematic throughout the school, and integrated well with the development of pupils’ speaking and listening skills. Teaching is good. Lesson planning is a strength as it takes into account the day-to-day successes and needs of individual pupils. Behaviour is good and pupils are enabled to feel safe, because the school places a suitably high priority on their care and welfare. Provision for pupils’ spiritual, moral, social and cultural development is integrated well throughout the curriculum. Pupils are attentive and concentrate well in lessons. Their attitudes to learning are very good because they enjoy school and have fun while learning. They appreciate that their teachers and teaching assistants have much to offer them.