Askam Village School

What Ofsted said

From the inspection on 23 June 2026

Pupils are happy and feel safe at this welcoming school. They are greeted warmly and know that adults will listen if they have a worry. Pupils talk about trusted staff who help them to manage their feelings and use calm spaces if they need time to settle. They value their friendships and describe the school as a kind place where people look after one another. Pupils are confident that staff will quickly deal with any incidents of unkind behaviour if they happen. Pupils enjoy their learning and talk with interest about the topics they study. They recall visits to places such as the science museum, city trips and the town hall, which help them understand the world beyond school. Pupils speak proudly about representing the school in singing recitals, sports events and enterprise competitions. In lessons, pupils try hard and want to do well. However, some pupils find work difficult when new ideas do not link closely enough to what they have learned before. Gaps in reading, writing and mathematics knowledge can make it harder for some pupils to keep up. Leaders have not acted quickly to address this issue. As a result, some pupils do not achieve as well as they could. Pupils with additional needs say that adults help them. However, some pupils are not consistently given the additional guidance that would help them take the next step with confidence. Pupils behave well around the school. They are polite and welcoming to visitors and respond positively to staff. Playtimes are friendly and active, with pupils enjoying games and spending time with their friends. They appreciate the calm atmosphere in classrooms and say other pupils allow them to concentrate. Pupils enjoy the wider opportunities the school provides. They talk proudly about clubs, trips and responsibilities such as the school council. These experiences help pupils feel that they belong and give them confidence as they grow.

What the school should improve

• Leaders should continue to strengthen staff’s use of assessment information within lessons to ensure that they swiftly identify and address gaps in pupils' foundational knowledge.
• Leaders should ensure that teachers adapt the delivery of the curriculum consistently well, so that tasks better match pupils’ next learning, particularly for pupils with special educational needs and/or disabilities (SEND).
• Leaders should ensure that learning targets for pupils with SEND are precise enough to ensure that they make suitable progress from their starting points.
• Leaders should analyse attendance data more rigorously to identify the reasons for persistent absence and secure swift improvements.
• Leaders should closely monitor the impact of their actions to gain a precise understanding of what is working well and where they should adapt approaches to improve the school and ensure that improvements in pupils' achievement are reflected in published outcomes.

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