|Name||Ashton St Peter’s VA C of E School|
|Ofsted Inspection Rating||Requires improvement|
|Address||Leighton Court, Dunstable, LU6 1EW|
|Religious Character||Church of England|
|Number of Pupils||199 (51.3% boys 48.7% girls)|
|Number of Pupils per Teacher||22.9|
|Local Authority||Central Bedfordshire|
|Percentage Free School Meals||6%|
|Percentage English is Not First Language||8.6%|
|Pupils with SEN Support||13.4%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (27 February 2018)
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 this school
Ashton St Peter’s VA C of E School is smaller than the average-sized primary school. When it was previously inspected, the school was a lower school educating pupils to Year 4. Since then, the school has grown into a full primary school for pupils aged 5 to 11. The proportion of pupils from a minority ethnic background is below average. The proportion of pupils whose first language is not believed to be English is well below average. The proportion of disadvantaged pupils is well below average. The school offers and manages a breakfast club and an after-school club. The proportion of pupils who have SEN and/or disabilities is above average. The proportion of pupils with a statement of special educational needs or an education, health and care plan is well below average. The school meets the government’s floor standards. Floor standards are the minimum national expectations for pupils’ attainment and progress by the end of key stage 2.
Summary of key findings for parents and pupils
This is a school that requires improvement Pupils’ progress in key stage 2 is not strong enough, especially in reading and mathematics. Although improvements are taking place, not enough pupils reach the highest standards they are capable of by Year 6. Teaching in key stage 2 is not challenging enough for pupils of different abilities, particularly those with average or higher prior attainment. Some teachers do not use assessment effectively to help pupils overcome important errors, especially in mathematics. In some lessons, teaching is not precise enough to support pupils who have special educational needs (SEN) and/or disabilities and this slows their learning. Pupils’ writing skills are not developed across the wider curriculum and they are not developing the higher skills they require in reading. Leaders’ checks on the quality of teaching do not look closely enough at pupils’ learning and progress across time. Consequently, some improvement work lacks accuracy, leading to slower improvements in teaching. Leaders’ monitoring of key stage 2 pupils’ achievement does not give sufficient attention to the progress made by some from their starting points. This prevents leaders from acting quickly enough to support pupils who fall behind in their learning. The school has the following strengths Leaders and governors understand the priorities for improvement for the school. Younger pupils in key stage 1 are taught well and make good progress. The leadership of the early years is good, and children make good progress because of the effective provision. The progress of disadvantaged pupils is improving quickly, and their persistent absence has been significantly reduced. Subject leaders have introduced changes to the curriculum which are improving pupils’ achievement. Pupils are well cared for. Their spiritual, moral, social and cultural development is a strength and their behaviour is exceptional.