Ash Hill Primary School

What Ofsted said

From the inspection on 2 December 2025

Leaders have made some positive improvements to the design and delivery of the curriculum. However, these are too recent to have any demonstrable impact on pupils' long- term learning. For too long, many pupils, including the most disadvantaged and vulnerable, have not achieved as well as they should at Ash Hill Primary School. Staffing and leadership instability has meant that leaders' actions have not been rapid enough, and pupils have suffered academically as a result. Pupils at this school are safe and well cared for. The school is welcoming to all families, and pupils confidently say that everyone is treated with respect. Pupils are proud that their school is a kind place where all families are welcome. This ethos is creating a genuine sense of belonging among the community. Pupils know that adults will help them if they have a problem and they trust staff to deal with issues, such as bullying, quickly. Pupils of all ages enjoy breaktimes because they can play with their friends, share games and have healthy snacks. Older pupils like being monitors and having responsibilities because it makes them feel valued and helpful. They also find learning about different religions and fundamental British values interesting, and they can explain how they vote for school council members. Pupils are suitably prepared for life in modern Britain. Pupils' behaviour is typically calm and orderly. Many pupils are interested in the well- considered broad and balanced curriculum. However, they sometimes disengage from their learning. At times, teachers do not extend pupils' knowledge, skills and vocabulary well enough. The work that some pupils receive is not well matched to their starting points. When this happens, pupils struggle to progress well through the curriculum in reading, writing and mathematics.

What the school should improve

• Leaders and governors must ensure that they improve the achievement of all pupils, and especially those who are disadvantaged, so that they learn the knowledge, skills and vocabulary that they need to be ready for the next stage of education.
• Leaders should build on their recent work to identify pupils' needs and ensure there are consistent approaches to helping all pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, to overcome barriers to their learning and wellbeing.
• Leaders should ensure that the curriculum, including the newly introduced phonics programme, is taught consistently well across different classes and subjects, so that pupils build their knowledge securely, achieve well and are better prepared for their next steps in education.
• Leaders and governors should ensure that they implement their plans for improvement to teaching swiftly so that the pace of change increases and pupils' achievement improves.

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