|Name||Ashcroft Infants’ School|
|Ofsted Inspection Rating||Good|
|Address||Mildenhall, Off Wigginton Road, Tamworth, B79 8RU|
|Religious Character||Does Not Apply|
|Number of Pupils||138 (47.8% boys 52.2% girls)|
|Number of Pupils per Teacher||18.8|
|Percentage Free School Meals||15.9%|
|Percentage English is Not First Language||4%|
|Pupils with SEN Support||0%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (08 December 2011)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about the school
This is a smaller than average-sized infant school. Virtually all pupils are of White British heritage. Very few pupils speak English as an additional language. The proportion of pupils known to be eligible for free school meals is below average, as is the proportion with special educational needs and/or disabilities. The proportion with a statement of special educational needs is close to average. The school has achieved Dyslexia Friendly and national Healthy School status, and Activemark recognition. The headteacher took up his post in September 2011.
Ashcroft Infants School provides a good standard of education. Pupils enjoy coming to school where they benefit from an attractive, welcoming and supportive learning environment. It is a school in which pupils feel safe and valued because staff know pupils really well and provide excellent levels of care. This underpins pupils’ good personal development, particularly their spiritual, moral and social development. The vast majority of pupils do much to make this school an inclusive and harmonious community; they behave exceptionally well and show respect to their peers, adults and visitors. This is recognised by parents and carers. Virtually all of those who replied to the inspection questionnaire expressed a high level of satisfaction with the school and their children’s experiences. One, capturing the views of many, said, ‘The school has an excellent family ethos which, as a parent, fills me with confidence.’ Healthy lifestyles are promoted well and pupils demonstrate an increasing understanding of the importance of diet and physical exercise to health. Although opportunities for pupils to contribute to the school and the wider community are, at present, limited, staff are in the process of developing this aspect of school life. Pupils are enthusiastic and take on extra responsibilities so that they can contribute even more to the success of the school. Children in the Early Years Foundation Stage adapt quickly to the daily routines and enjoy the good range of activities on offer. Their confidence grows and a firm base is established for the rapid progress they make as they move through the school. By the end of Year 2, achievement is good and attainment in reading, writing and numeracy is high. The good achievement of all groups of pupils is due to predominantly good and some outstanding teaching. This is underpinned by the effective use of assessment information to plan learning tasks that match pupils’ needs and to check their progress. However, this quality is not found consistently throughout the school. In a few lessons, not all pupils are provided with activities that consistently challenge them, particularly those capable of reaching higher levels. In some satisfactory lessons, the best use is not made of pupils’ capacity for independent learning because introductory and other teacher-led activities take too long and lack pace. The school has effective procedures for identifying pupils who have special educational needs and/or disabilities. This enables pupils to receive the extra support they need to accelerate their learning as early as possible. One notable aspect of the school’s care for individual pupils is the support provided for any who may be in vulnerable circumstances to ensure that they keep up with their classmates. The school’s links with the local community are underpinned by a clear understanding of the context in which the school operates. As a result, community cohesion is promoted well on a local level. However, the curriculum is less effective in promoting pupils’ knowledge and understanding of different cultures within a national context. The recently appointed headteacher has quickly secured the confidence of parents and carers. As one said, ‘the headteacher has made an excellent impression and, fills us with confidence’. With good support from staff and governors he is building on the success of the school and is ensuring that there is a strong emphasis on positive achievement for all. Challenging targets are set and the school’s effective use of assessment information to check pupils’ progress enables targeted support to be provided where needed. Self-evaluation procedures and the school’s view of itself are accurate; its record of maintaining high attainment shows it is well placed to build on present strengths and has a good capacity to improve even further.