Ashwood Park Primary School


Name Ashwood Park Primary School
Website http://www.ashwood.dudley.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 20 June 2018
Address Bells Lane, Wordsley, Stourbridge, DY8 5DJ
Phone Number 01384818545
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 336 (52% boys 48% girls)
Number of Pupils per Teacher 23.6
Local Authority Dudley
Percentage Free School Meals 17.6%
Percentage English is Not First Language 6.5%
Persisitent Absence 9.1%
Pupils with SEN Support 19.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No
Highlights from Latest Inspection:

Information about this school

The school is larger than the average-sized primary school. The early years comprises a Nursery class for children who attend in the morning and Reception classes for children who attend full time. The majority of pupils are of White British heritage. The headteacher was appointed in September 2014. The proportion of disadvantaged pupils who are supported by the pupil premium is slightly above average. The proportion of pupils who have SEN and/or disabilities receiving school support is above average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is well above average. The local authority runs a resource-based provision on the school site for 20 children who have hearing impairment. They are educated at the school. The school meets the government’s floor standards, which are the minimum standards expected nationally 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 a good school The headteacher, well supported by an effective team of senior leaders, is committed to ensuring that the school provides a high standard of education. He has established a culture of care and pursuit of achievement that supports the personal development and progress of pupils. Governors are ambitious for the school and have the skills and knowledge to hold leaders to account. Teachers and support staff share the leaders’ expectations and values. As a result, all pupils, including the growing number who have special educational needs (SEN) and/or disabilities, are well cared for and well supported to make progress. Pupils enjoy the school’s pleasant and safe environment. They behave well in lessons and around the school. They respect the staff and are grateful for the support teachers and other adults provide them with. Children who attend the Nursery and Reception classes make good progress because they benefit from the care and attention of well-qualified and dedicated staff. The school supports the spiritual, moral, social and cultural development of pupils effectively. Leaders have designed a curriculum that is engaging and provides opportunities for pupils to develop their skills and knowledge in a wide range of subjects. Staff are well qualified and dedicated, but there are some variations in the effectiveness of practice across the school. Leaders have effective systems in place to gather reliable information on pupils’ progress. However, they do not sufficiently use their analysis of progress so that it has a direct impact on outcomes.