Ash Hill Academy

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Ash Hill Academy.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Ash Hill Academy.

To see all our data you need to click the blue button at the bottom of this page to view Ash Hill Academy on our interactive map.

About Ash Hill Academy

Name Ash Hill Academy
Ofsted Inspections
Principal Mr Mathew Hicks
Address Ash Hill, Hatfield, DONCASTER, DN7 6JH
Phone Number 01302562541
Phase Academy
Type Academy sponsor led
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 784
Local Authority Doncaster
Highlights from Latest Inspection

What is it like to attend this school?

Ash Hill Academy is a rapidly improving school with a clear mission. Leaders are determined to empower pupils through education. They want them to have real and meaningful choices about their future pathways and careers.

The school is full of compassion and care. Pupils are friendly and polite. There is a culture of respect and tolerance.

Leaders leave no stone unturned in their efforts to help pupils to thrive and learn well.

Pupils' behaviour in lessons and around the school is good. Pupils explained that if others do disrupt lessons, it is short-lived and well handled by teachers.

Pupils said that while people do fall out, bullying does not often ...happen. If bullying does occur, staff deal with matters swiftly and effectively. Pupils told inspectors they feel safe and supported in school.

Leaders and teachers are determined that every pupil will do their very best. They go the extra mile for those who need a helping hand. A culture of praise permeates the school.

As a result, pupils enjoy learning. They gain a wealth of knowledge in lessons and revisit learning regularly so it is remembered. Relationships within the school are caring, supportive and strong.

What does the school do well and what does it need to do better?

Leaders have developed a strong and ambitious curriculum. It is carefully designed to enrich pupils' experiences and help them remember what they have learned. They then steadily build up new knowledge.

Teachers check learning carefully each lesson. In this way, they identify gaps in learning and misconceptions which they then address. The curriculum is very well established in English, mathematics and science.

It has been introduced more recently in other subjects. Pupils study a wide range of subjects in key stages 3 and 4. An increasing proportion of pupils are studying academic subjects.

Leaders promote the study of modern foreign languages by helping pupils to appreciate and understand the cultures of other countries. Pupils will visit the Belgium battlefields for the first time this year. Next year, plans are in place for pupils to be able to study more languages including French, Spanish and German.

Teachers know precisely the key knowledge that pupils need to remember. Pupils' extensive knowledge is reflected in their work. Examination outcomes are improving.

Pupils listen carefully to their teachers and are confident in explaining their thinking. In mathematics, pupils clearly explained alternative ways to solve a problem using fractions. Classmates listened respectfully and the teacher praised their efforts.

In a languages lesson, Year 8 pupils were very excited as they practised speaking French. They spoke fluently, gained confidence rapidly and enjoyed their success.

Teachers' assessments of pupils' learning are effective, especially in English, science and mathematics.

Their skilful questioning checks pupils' understanding well.Occasionally though, some pupils are left behind. This happens when teachers do not check carefully that everyone has understood.

Misconceptions develop that are then not addressed quickly enough.

Lessons are calm and purposeful. Poor behaviour is not allowed to disrupt learning.

Leaders work hard to help pupils who struggle with their behaviour make the needed changes. As a result, the number of exclusions is falling.

Those pupils with special educational needs and/or disabilities (SEND) are well supported.

Staff are alert to their different needs. For example, in mathematics, the teaching assistant carefully used pupils' individual plans to give appropriate and timely support.

The majority of pupils attend school regularly.

Even so, too many pupils are regularly absent. The school works closely with families, who are often in challenging circumstances, to improve attendance.

Governors are determined to improve the life chances of the pupils in the school.

They check that pupil premium funding is appropriately spent. They maintain close oversight of behaviour and safeguarding.

Pupils' spiritual, moral, social and cultural development and their understanding of fundamental British values are developed well throughout the curriculum.

They have many opportunities to debate, take on responsibilities, take part in clubs and learn how to keep themselves safe.


The arrangements for safeguarding are effective.

Leaders are knowledgeable about the local risks to their pupils and work closely with external agencies, including the police, to keep pupils safe.

Links with these agencies are strong. Leaders record concerns carefully and report them swiftly to the appropriate authorities. They are tenacious in ensuring that pupils receive the support they need.

Leaders check the suitability of adults working at the school.

All staff receive regular safeguarding training and know the procedures they must follow if they have concerns about a pupil.

Pupils told us that they feel safe in school.

They are aware, for example, of the dangers of drug traffickers and exploitation. Pupils were confident that anyone in school would help them if the need arose.

What does the school need to do to improve?

(Information for the school and appropriate authority)

On some occasions, pupils do not learn as well as they should.

This is because teachers do not always check pupils' understanding in lessons. Leaders should continue to develop how teachers use assessment, so that any misconceptions in pupils' knowledge are addressed quickly, before pupils move on to more complex learning. .

There is a group of pupils that are regularly absent from school. As a result, they are missing out on the opportunity to study the full curriculum. Leaders must continue to work proactively with pupils and their families to help these pupils improve their attendance.

Also at this postcode
Coppice School

  Compare to
nearby schools