Mears Ashby Church of England Primary School

What Ofsted said

From the inspection on 3 February 2026

As one pupil summed up, ‘This is a small school with a big family feel.' The school’s values of courage, love, friendship, compassion, trust and perseverance are understood well and strived for daily. Mears Ashby Church of England is an improving school. Phonics, behaviour and support for pupils with special educational needs and/or disabilities (SEND) have all been strengthened of late. More pupils are reaching the standards expected in national assessments. Teachers adapt lessons to meet the needs of pupils, including those with SEND. Pupils are happy, safe and eager to work hard. They enjoy learning. However, some pupils have gaps in their knowledge, particularly in handwriting and mathematics, that slow their learning down. Leaders have identified and are tackling this, but their work is in its early stages. Also, pupils' overall attendance remains too low, especially for disadvantaged pupils, who miss too much school. Relationships between pupils and staff are consistently positive. Pupils are well cared for. They behave well. They understand the school's high expectations of being ‘ready, respectful and safe’. Breaktimes are social occasions. Pupils make good use of the well-resourced outdoor areas, including the peace garden, trim trails and field areas. They are motivated by the rewards on offer, including moving their pegs through the rainbow chart and striving for the highly prized ‘golden peg’. Those who need extra help to do this are supported well. Bullying is rare. However, pupils know what it is and the forms that it can take. They know how to raise concerns and trust that adults would act on them if necessary. Pupils are well prepared for life beyond school. They develop an age-appropriate understanding that everyone is unique and people have different needs. Pupils have an impressive grasp of fundamental British values.

What the school should improve

• Leaders should embed and refine their work to improve pupils' attendance, especially for disadvantaged pupils.
• Leaders should ensure that gaps in pupils' learning are consistently identified and addressed to improve all aspects of pupils' mathematics, letter formation and handwriting.
• Leaders should evaluate the impact of their actions on the full range of groups of pupils at the school more precisely.

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