Asquith Primary School

What Ofsted said

From the inspection on 10 March 2026

At Asquith, pupils’ behaviour, the support provided to them and their aspirations are improving. They feel safe because adults care, listen carefully and respond when help is needed. Support and adapted routines help pupils to manage their emotions, reducing their barriers to learning and supporting their readiness to learn. These approaches help pupils to feel understood and re-engage with learning successfully. They know who to speak to if they are worried. Pupils understand what bullying is and know that adults take this seriously, responding quickly when it occurs. Leaders have renewed and raised their ambitions for pupils, which is beginning to have a positive impact on pupils' attendance. Conduct has improved due to a new behaviour curriculum, clearer expectations and updated reward systems. However, the school day is still disrupted at times. Although behaviour at breaktimes can occasionally be a little rough, most pupils enjoy time with their friends and feel secure. Staff help pupils to learn new games and use equipment safely so that these times become calmer and more enjoyable for all. Through the curriculum, pupils learn how to care for their bodies and minds. They take pride in, and thoroughly enjoy, the many musical, creative, sporting and performance opportunities that the school provides. Pupils' outcomes in the school’s published data have been below national expectations for some time. Their learning is now beginning to be focused on the most important key knowledge that they need for their future learning. Pupils are beginning to recall more of what they have been taught. Children in the early years get off to a secure start. They quickly learn routines and listen attentively to adults. By the end of the Reception Year, many pupils have closed earlier gaps in their development, ensuring that they are increasingly well prepared for the demands of Year 1.

What the school should improve

• Leaders should ensure that gaps in pupils’ knowledge and skills are identified and addressed quickly, providing suitable adaptations for pupils who face barriers to learning. They should also support staff to use appropriate resources, materials and activities so that the aims of the curriculum are realised and pupils recall more of what they are taught.
• Leaders should continue to raise aspirations for what pupils can and should achieve so that pupils' achievement, including in published outcomes, improves further.
• Leaders should ensure that teaching helps pupils to develop effective learning habits, increasing their independence and motivation. They should also support pupils to build their resilience and continue to persevere, even when they find work challenging.
• Leaders should continue to tackle weak attendance systematically and build on improving trends so that all pupils attend school regularly.
• Leaders should strengthen the sequencing and coordination of the personal development and wellbeing programme so that pupils are supported to recall and apply this with increased confidence. Leaders should also track participation and develop a more systematic understanding of each pupil’s needs so that the offer is precisely matched to pupils' needs.
• Leaders, including governors, should build on the school’s recent improvements and strategic direction, working in partnership with staff, parents and carers to further strengthen collaboration to support these improved systems and approaches.

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