Ashby School

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About Ashby School

Name Ashby School
Ofsted Inspections
Dr Jude Mellor
Address Nottingham Road, Ashby-De-La-Zouch, LE65 1DT
Phone Number 01530413748
Phase Academy
Type Academy converter
Age Range 11-19
Religious Character None
Gender Mixed
Number of Pupils 1623
Local Authority Leicestershire
Highlights from Latest Inspection

What is it like to attend this school?

Ashby School is a good school that serves its community well. It has high expectations of all pupils, including those with special educational needs and/or disabilities (SEND).

Most pupils strive to meet these expectations. They conduct themselves well in school.

There are positive relationships between staff and pupils.

Staff care about their pupils' education and well-being. Pupils feel safe and happy at school. They know that there are trusted adults they can speak to about any problems they might have.

The school does not tolerate bullying.

Pupils can contribute to school life by being on the school council or by being a 'well-being cham...pion' or a 'reading buddy'. Pupils are proud to hold these positions and know that they are making a positive contribution to their wider community.

One pupil said: 'If I can put a smile on another pupil's face that means the world to me.' This view was echoed by many.

The majority of parents and carers are positive about the education their children receive.

Many agreed with one parent's comment: 'Teachers and leaders genuinely and passionately care for students' well-being and development. Teachers are committed to helping pupils be all they can be.'

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

The school is managed and led very well.

The school has taken swift action and worked with commitment and determination to bring about significant improvements.

The school is highly inclusive, and staff are determined to meet the needs of all pupils. It has a well-equipped and well-resourced on-site provision where pupils get opportunities to gain academic and vocational qualifications.

They are taught by experts, and pupils are fully engaged and show positive attitudes to learning.

The school has identified the important knowledge that pupils need to know and remember. Subject leaders have identified the core content.

They have ensured that the curriculum is progressive so that pupils build on what they know. However, in 2023, pupils' progress and attainment at the end of key stages 4 and 5 did not yet reflect the impact of the curriculum improvements that the school has made.

Teachers have strong subject knowledge.

Teachers assess pupils' knowledge and understanding frequently. Lessons start with a retrieval task to check pupils' prior knowledge and understanding. Teachers check what pupils know and demonstrate what they need to do.

When this is done well, it is effective. However, formative assessment procedures are not fully embedded or consistent across all subjects. Improvements are needed to ensure that all assessments check learning and misconceptions, identify gaps in pupils' knowledge and inform future teaching.

Intended learning outcomes in lessons are ambitious. However, teachers' expectations of the work produced in some lessons are not always high enough to achieve those outcomes.

Most staff support pupils with SEND well.

The school is passionate about enabling all pupils to access the full curriculum. However, the curriculum is not always as skilfully adapted in lessons as it could be in order to fully meet the learning needs of pupils with SEND.

The school sets high expectations of sixth-form students.

Students apply themselves purposefully in lessons. Students are taught by knowledgeable and skilled staff. Students value the support offered.

They also enjoy many opportunities to contribute to the wider life of the school.

Pupils at an early stage of learning to read are well supported. Well-trained staff provide effective support to those who need help to become more fluent readers.

Pupils make good use of the library.

Relationships between staff and pupils are positive. There is a clear system in place for dealing with behaviour issues.

Most pupils learn in calm classrooms. However, some pupils say that learning is disrupted in some lessons. Pupils who need extra support to manage their behaviour get it.

Leaders promote pupils' personal development well. The school provides high-quality pastoral support for pupils. Pupils know how to look after their physical and mental health.

Pupils have an age-appropriate understanding of relationships and how to stay safe. The careers programme is of a good quality and leaders are aware of the need to develop more workplace opportunities for pupils. However, the curriculum at key stages 4 and 5 does not ensure that other faiths and cultures are taught explicitly and remembered by pupils.

The school is focusing on the right areas to improve. They have an accurate view of the school's strengths and development needs. The school is strongly supported by the trust.

Teachers benefit from high-quality training and coaching. They appreciate the support they receive. Leaders engage well with staff.

They consider and support staff's well-being and workload.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some aspects of the curriculum need further refinement, especially ensuring that teachers' use of formative assessment consistently identifies gaps and misconceptions in pupils' knowledge and that expectations are consistently high.

Leaders must ensure that assessment processes and the delivery of the curriculum in all subjects are of equally high quality so that pupils learn as well as they should. ? Some pupils with SEND are not supported well enough by staff. This means that these pupils are unable to progress through the curriculum as well as they should.

The school has recently introduced new systems. The school must ensure that teachers use the information about pupils with SEND to adapt how they deliver curriculum content. ? Aspects of spiritual, moral, social and cultural (SMSC) education are not fully developed at key stages 4 and 5.

This includes pupils' knowledge and understanding of faith and religion. As a result, pupils lack confidence when discussing what they specifically know about faith and religion. The school should place equal emphasis on all areas of SMSC education in its curriculum design.

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