|Name||Ashmole Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||09 November 2016|
|Address||Ashmole Street, London, SW8 1NT|
|Religious Character||Does not apply|
|Number of Pupils||218 (50% boys 50% girls)|
|Number of Pupils per Teacher||15.6|
|Percentage Free School Meals||27.2%|
|Percentage English is Not First Language||48.2%|
|Pupils with SEN Support||10.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. Ashmole Primary School is smaller than the average primary school. The school joined the Wyvern Federation in January 2015, under its executive headteacher, a national leader of education. At the same time a new head of school took up their post. These changes followed the resignation of the previous headteacher who had been in post at the time of the previous inspection. The school has announced that, from 5 December 2016, it is forming a hard partnership with the schools within the federation and a centre for children with autism. A new joint governing body will be formed. The proportion of pupils eligible for pupil premium funding is higher than average. The proportion of pupils who come from minority ethnic backgrounds is much higher than average. Pupils come from a wide range of heritages. The proportion of pupils who speak English as an additional language is higher than average. The proportion of pupils who have special educational needs and/or disabilities is broadly average. The school manages the breakfast club and after-school care provision. Most children attend the Nursery full time for 30 hours per week. Reception children stay all day. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is an outstanding school The leadership team, in under two years, has dramatically improved all aspects of the school. Leaders, sharing expertise with partner schools within the federation, have rapidly identified what has to be done. They act decisively to improve pupils’ skills across the curriculum. The federation continues to provide wise support to Ashmole leaders. The school is well placed to sustain the outstanding quality of education it offers to its pupils. Governance is strong. Governors share the leaders’ relentless drive for improvement. Leaders manage the quality of teaching extremely well, so that it is now consistently highly effective. Governors successfully hold leaders to account for this. As a result, pupils throughout the school make outstanding progress. Leaders at all levels closely check pupils’ achievement throughout the school and provide tailored support for those who need it. All groups achieve extremely well, including the most able and those who might otherwise struggle. The achievement of disadvantaged pupils, including the most able among them, is excellent. Their achievement is much higher than that of other pupils nationally in reading, writing and mathematics. Pupils’ outcomes are considerably above those of their peers nationally in a range of subjects across the curriculum. Teaching is extremely strong across the school and in all subjects, enabling pupils to develop a wide range of knowledge, skills and understanding. The teaching of reading is a particular strength. The curriculum, both in the classroom and beyond, is rich. It raises pupils’ aspirations and provides opportunities for individuals to excel in a range of skills. All adults share the drive to raise pupils’ aspirations and provide them with extensive chances to take responsibility and to think for themselves. The school’s values are shared by its whole community. Pupils leave Ashmole exceptionally well prepared to take their place in society as fully rounded citizens. Pupils’ behaviour is second to none. They are eager to learn. They are kind, confident, articulate young people. They respect those from all backgrounds and heritages. The school keeps them safe. The Nursery and Reception Years provide children with a wonderful start to their schooling. They quickly learn new skills in a rich, stimulating environment. Their speaking skills develop extremely well. Children in the early years provision are prepared extremely well for the move to Year 1. When they arrive there, however, the classroom environment and activities provided for them are less rich than in the early years, making the transition into formal education a little too sudden.