Ashby School

What Ofsted said

From the inspection on 24 January 2024

Ashby School is a good school that serves its community well. It has high expectations of all pupils, including those with special educational needs and/or disabilities (SEND). Most pupils strive to meet these expectations. They conduct themselves well in school. There are positive relationships between staff and pupils. Staff care about their pupils' education and well-being. Pupils feel safe and happy at school. They know that there are trusted adults they can speak to about any problems they might have. The school does not tolerate bullying. Pupils can contribute to school life by being on the school council or by being a 'well-being champion' or a 'reading buddy'. Pupils are proud to hold these positions and know that they are making a positive contribution to their wider community. One pupil said: 'If I can put a smile on another pupil's face that means the world to me.' This view was echoed by many. The majority of parents and carers are positive about the education their children receive. Many agreed with one parent's comment: 'Teachers and leaders genuinely and passionately care for students' well-being and development. Teachers are committed to helping pupils be all they can be.'

What the school should improve

• Some aspects of the curriculum need further refinement, especially ensuring that teachers' use of formative assessment consistently identifies gaps and misconceptions in pupils' knowledge and that expectations are consistently high. Leaders must ensure that assessment processes and the delivery of the curriculum in all subjects are of equally high quality so that pupils learn as well as they should.
• Some pupils with SEND are not supported well enough by staff. This means that these pupils are unable to progress through the curriculum as well as they should. The school has recently introduced new systems. The school must ensure that teachers use the information about pupils with SEND to adapt how they deliver curriculum content.
• Aspects of spiritual, moral, social and cultural (SMSC) education are not fully developed at key stages 4 and 5. This includes pupils' knowledge and understanding of faith and religion. As a result, pupils lack confidence when discussing what they specifically know about faith and religion. The school should place equal emphasis on all areas of SMSC education in its curriculum design.

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