Ashbury With Compton Beauchamp Church of England Primary School

What Ofsted said

From the inspection on 10 February 2026

Pupils show a secure sense of belonging in this small, rural school. Playtimes are calm and inclusive, with older pupils happily taking on responsibilities, such as mental health ambassadors and playground leaders. Their positive influence helps younger pupils feel valued and supported. Relationships between pupils and staff are consistently warm and respectful. While pupils enjoy learning, pupils' achievement still needs to improve in some subjects. Leaders know gaps in pupils’ knowledge in some areas mean some pupils are not as prepared for the next stages of learning as they could be. Staff are working systematically to strengthen these foundations so that all pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils, achieve consistently well. Pupils' attendance is improving. Across lessons, pupils typically show positive attitudes to learning. They talk confidently about how they learn. They describe the ‘Ashbury Avengers’, which help them understand important ways to learn. Pupils with SEND, as well as those who face barriers to learning, receive thoughtful support that enables them to take part in school life fully. Leaders are determined that everyone should be included, have a wide range of experiences and be a part of the community. Pupils enjoy participating in school and community activities, such as the ‘walking nativity’, when the school and village come together and celebrate as one. Children in the early years thrive. They have rich interactions with adults who model high-quality language and create purposeful opportunities for play, exploration and early reading. Learning alongside older pupils raises the youngest children’s expectations of what they can achieve. Pupils value the wide range of experiences that broaden their horizons, including trips, leadership roles and the many clubs on offer. These opportunities help pupils grow in confidence, resilience and respect for others.

What the school should improve

• Leaders should ensure that recent curriculum changes are fully embedded so that pupils build secure knowledge in all subjects, closing remaining gaps that currently limit their readiness for the next stage.
• Leaders should ensure that pupils apply key foundational skills consistently, so the work pupils produce demonstrates depth of knowledge and clear progression across all subjects.
• Leaders should continue to refine the teaching of mathematics, ensuring that new approaches to fluency and number become embedded and lead to consistently stronger outcomes by the end of key stage 2.

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