Ashfield Comprehensive School

What Ofsted said

From the inspection on 27 January 2026

Developing high aspirations for every pupil guides all decisions at Ashfield School. Pupils are encouraged to be ambitious and to make a positive contribution to the world around them. Staff support pupils well and help them overcome any challenges to their learning or wellbeing. Most pupils attend regularly. They enjoy opportunities to develop their talents and interests both in and beyond the classroom. This includes taking part in award-winning theatre productions, which help pupils build confidence and performance skills. Pupils are happy and feel safe. They are encouraged to be themselves and to treat others with respect. Pupils live up to these expectations and do not worry about bullying. They speak positively about the support they receive from staff and know who to turn to if they have any concerns. Pupils benefit from a well-planned pastoral system. They usually work with focus and purpose. Classrooms are calm and orderly. Pupils want to succeed in their learning. They are motivated to achieve and enjoy their lessons. Most pupils do well in their studies, including in national tests. In most lessons, pupils take part actively and link new learning to what they already know. Students in the sixth form achieve highly. They study a range of courses that help them move on to their chosen next steps, including both vocational and academic routes. Sixth-form students benefit from a dedicated learning environment and specialist staff. Pupils are encouraged to take on leadership roles across the school, and they value these opportunities. Staff and pupils work together to build a strong sense of community. Older pupils support younger pupils, and sixth-form students coach and mentor them. This helps create a harmonious atmosphere across the school. Pupils also benefit from well-planned careers guidance, which gives them a clear understanding of the world of work.

What the school should improve

• Leaders should improve their oversight and analysis to better understand the impact of their work on pupils’ behaviour and on the strengthening of support for pupils with special educational needs and/or disabilities. • Leaders should ensure that staff consistently adapt their teaching to provide appropriate support for pupils who need additional help, while also offering sufficient challenge for pupils to deepen their learning. • Leaders should continue to develop the school’s approach to assessment and feedback so that misconceptions are addressed promptly and pupils do not repeat the same errors over time.

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