Ashton-under-Hill First School

What Ofsted said

From the inspection on 3 June 2026

Pupils are proud to be part of this small and happy school. They are keen to come to school and enjoy spending time with their friends. Staff build positive and caring relationships with pupils. They know each individual well. Leaders and staff welcome pupils each day and check on how they are feeling. Pupils are confident that staff will listen to them if they have any worries. They feel safe at school. Pupils exemplify the school’s values of curiosity, resilience, friendship, working together and respect. They are kind to each other, and older pupils act as role models for their younger peers. At social times, pupils of different ages play happily together. Bullying is rare and pupils know that adults will resolve any issues that occur. In lessons, pupils typically concentrate well and take pride in their work. Vulnerable pupils receive the support they need to overcome barriers to their learning and be able to participate fully in school life. Pupils benefit from a range of clubs and enrichment activities that broaden their experiences and help them to develop new interests. They grow in independence and resilience as they move through the school. Pupils learn to keep going when they find things difficult. The school's mascot, ‘Not Yet Yeti’, reminds pupils to have a positive mindset and a ‘can-do’ attitude. By the time they leave Year 5, most pupils are well prepared for the next stage of their education. Pupils talk knowledgeably about their learning in subjects such as history and geography. Leaders are making improvements to the curriculum and teaching. However, this work is at an early stage and there is still some variability in the quality of teaching across classes and subjects. As a result, some younger pupils, including children in the early years, do not secure some of the essential knowledge they need as quickly as they should.

What the school should improve

• Leaders should ensure that the early years curriculum sets out the small steps of knowledge and skills that children need to learn so that all staff have a shared understanding of what to teach and when.
• Leaders should continue to improve the teaching of writing so that pupils secure the essential skills they need in handwriting and spelling earlier in their learning.
• Leaders should ensure that staff make effective use of assessment to adapt learning so that it meets the needs of all pupils in each mixed-age class.
• Leaders should refine their monitoring and evaluation processes to ensure that they focus on the impact their actions are having on improving the curriculum and teaching.

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