Asfordby Hill Primary School

What Ofsted said

From the inspection on 6 January 2026

Pupils feel safe and happy. They know who to talk to if they have a worry and say that adults help them when required. Safeguarding is the school's top priority, and staff are vigilant and well trained. Leaders work closely with families and external agencies to remove barriers so that pupils can thrive. Behaviour is excellent. Pupils show self-discipline and positive attitudes in lessons and around school. They respect one another, listen carefully and enjoy working together. When disagreements happen, pupils are taught how to resolve them. As a result, bullying is extremely rare. Pupils are confident that staff deal with issues quickly and fairly. Vulnerable pupils benefit from tailored support. This helps them to start their day calmly and to be successful in their learning. Pupils enjoy learning. They talk enthusiastically about lessons, trips and clubs, including in music, sports and creative arts, which help to develop their talents and interests. They have a range of opportunities to take part in performances and community projects which help to prepare pupils well for life in modern Britain. Pupils are proud of their leadership roles. The curriculum is broad, ambitious, and sequenced to build knowledge over time. There is a strong emphasis on securing foundational knowledge in reading, writing and mathematics. Reading is prioritised from the start. Achievement is very positive. Published outcomes are consistently above national averages. Pupils particularly achieve well in mathematics, and disadvantaged pupils perform as well as other pupils. Staff have high expectations of pupils, who take pride in their work. Pupils enjoy a rich range of experiences that prepare them for the next stage of education and life.

What the school should improve

• Leaders and those responsible for governance should sustain the effectiveness of their work in all areas. They should seek continued improvement, overcoming barriers and challenges, in order to drive a transformational impact for all pupils. This includes disadvantaged pupils, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

Read the full Ofsted report (opens in a new tab)