Five Ashes CofE Primary School

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About Five Ashes CofE Primary School

Name Five Ashes CofE Primary School
Ofsted Inspections
Executive Headteacher Mr Darren Gurr
Address Five Ashes, Mayfield, TN20 6HY
Phone Number 01825830395
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 50
Local Authority East Sussex
Highlights from Latest Inspection


Five Ashes Church of England Primary School continues to be a good school.

What is it like to attend this school?

This is a small school with big ambitions for all pupils. Leaders want pupils to be successful in everything that they do. Pupils work with determination in every lesson and learn well in a wide range of subjects.

Their learning is enhanced through the fruitful links that the school has with its local community. There are many clubs for pupils to join. Archery and cookery are particularly popular.

The school's ethos is rooted in its Christian values. These are lived out by the whole school community. Pupils of all ages mix happily together and look out for each... other.

Staff work hard to keep pupils safe. Pupils told us that there was no bullying because they know each other so well. They have confidence that staff will deal with any poor behaviour, which only occurs rarely.

Pupils enjoy their time at school immensely. As one pupil told us: 'School is the best thing that's happened in my life.' Parents also appreciate the experiences offered to their children at this school.

One parent expressed the views of many, saying: 'We think it is a fantastic school and are so glad our daughter is part of the school family.'

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

A new leadership and teaching team were appointed at the start of this school year. They quickly identified that learning in all subjects was not as strong as it should be.

Consequently, leaders have introduced new approaches for every subject. These have led to improved learning. For example, teaching in mathematics is now more effective because it includes a greater focus on problem-solving.

In mathematics, teachers explain new learning clearly. They check pupils' understanding before moving on.

For every subject, leaders have thought carefully about the order in which they want pupils to learn new knowledge and skills.

However, teachers do not always use these plans when preparing lessons. For example, in some geography lessons teachers introduce new knowledge without linking it to what pupils have learned previously.Teachers teach phonics well.

As a result, all pupils become fluent readers by the end of key stage 1. This includes pupils who find reading difficult. These pupils receive further support that helps them to catch up.

Teachers read to pupils regularly to promote a love of reading. The school is a book-rich environment. Consequently, all pupils learn to enjoy reading.

Leaders identified that pupils do not always read with sufficient understanding. Leaders are taking steps to improve this, though more remains to be done.

Leaders are determined that all pupils should learn equally well.

This includes pupils with special educational needs and/or disabilities (SEND). Teachers accurately identify these pupils' additional needs. The skilful special educational needs coordinator (SENCo) helps with this process.

Pupils with SEND receive effective help from well-trained teaching assistants. This usually allows pupils with SEND to learn alongside their peers. Staff also give disadvantaged pupils extra support.

This results in learning that is at least as strong as their classmates' learning.

Pupils display positive attitudes to their learning. They are attentive and eager to participate in learning activities.

These activities typically help pupils to know more and remember more. Established and effective classroom routines support a strong focus on learning. Pupils' learning is less secure when teachers lack detailed knowledge of the subject that they are teaching.

Pupils behave well throughout the school day. They know what is expected of them and are motivated by being rewarded for meeting these expectations. Relationships between staff and pupils are respectful and nurturing.

Older pupils show a caring attitude towards younger ones. The children in Reception have settled into school well and are able to work independently.

Pupils' broader development is well catered for.

There are many visitors from the local community. The vicar, doctor and police regularly come to talk to pupils. Pupils also support the local community.

For example, pupils helped with a Christmas lunch for senior citizens at the village hall. There are meaningful opportunities for pupils to take on extra responsibilities. An active school council is involved in nearby environmental projects.

Leaders have successfully built a cohesive staff team. Staff work well together to improve the quality of education for all pupils. Staff also benefit from working with colleagues from the other federation schools.

Leaders are committed to the continued improvement of every aspect of the school's provision.


The arrangements for safeguarding are effective.

Leaders ensure that all staff are vigilant in their efforts to keep pupils safe.

Staff have been well trained to do so. The small size of the school means that every member of staff knows all the pupils well. Consequently, staff are quick to spot if anything may be worrying a pupil.

In lessons, pupils learn how to keep themselves safe. They learn about road safety, online safety and how to form healthy relationships. As a result, all pupils feel safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Senior leaders have made many improvements to the curriculum so that pupils learn well across a wide range of subjects. For all subjects, leaders have written detailed progression documents that describe the expected sequence of learning over time. However, teachers are not yet consistently using these documents to plan all their lessons and to deepen their subject knowledge in a few subjects.

Leaders should ensure that teachers do so. Curriculum leaders should check that the progression documents help pupils to learn in a sequential way across the whole curriculum. .

Pupils learn to read fluently. Nevertheless, leaders correctly identified that pupils were not developing strong enough comprehension skills, particularly in key stage 2. Leaders have successfully introduced a greater focus on developing these skills.

However, teachers do not yet teach comprehension skills with sufficient rigour. Leaders should ensure that this happens so that standards in reading continue to improve.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that standards may be declining, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good on 23-24 May 2012.

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