Ash Green Primary Academy

Ash Green Primary Academy is a larger-than-average primary school within The Societas Trust. Inspected in June 2026, it is a welcoming, inclusive and nurturing school where pupils feel safe, valued and well cared for. Safeguarding standards are met, and personal development and wellbeing is a particular strength, graded strong standard. Pupils benefit from a broad enrichment offer, strong pastoral support, and a clear emphasis on character development and British values. Behaviour is calm and respectful, attendance is high, and persistent absence is well below national averages. Achievement, attendance and behaviour, curriculum and teaching, early years, inclusion, and leadership and governance are all graded expected standard. Reading and phonics are clear strengths, with pupils achieving above national averages in reading. Disadvantaged pupils and those with SEND make suitable progress from their starting points, and leaders use additional funding effectively. Governance is effective, staff morale is high, and parents are supportive. Leaders have identified appropriate next steps. Teaching in writing and mathematics is not yet consistently strong enough, and adaptive teaching and in-the-moment assessment need refinement so work is precisely matched to all pupils' starting points, including those with SEND. Pupil engagement is not consistently high in all classes, and early years interactions could be maximised further. Disadvantaged pupils' outcomes in writing and mathematics remain below national averages, with substantial gaps compared to non-disadvantaged pupils nationally.

Strengths

• Safeguarding standards are met through an open and positive culture.
• Personal development and wellbeing is graded strong standard.
• A comprehensive and well-planned personal development programme offers wide enrichment.
• Pupils develop a secure understanding of fundamental British values and respect diversity.
• Character development is effective through leadership roles and an annual careers day.
• Highly effective pastoral support includes worry boxes and targeted nurture.
• Pupils feel safe, cared for and valued, and build respectful relationships.
• Phonics is a particular strength, with most pupils securing knowledge in Year 1.
• Times tables knowledge is secured by the end of Year 4, with outcomes above national average.
• Reading is a high priority and a clear strength across the school.
• Early years reading and phonics are taught with precision and consistency.
• The early years curriculum is well structured and sequenced, with communication and language at its heart.
• Mathematics is taught effectively in the early years through practical activities.
• Attendance rates are high and persistent absence is well below national averages.
• Leaders use effective systems to promote attendance and reduce absence.
• Pupils' behaviour is calm and respectful, and they show positive attitudes.
• The curriculum is well-sequenced and progressive across all subjects.
• Teaching is clear and well structured in most lessons.
• High-quality training develops teachers' subject knowledge.
• Leaders use additional funding for disadvantaged pupils effectively.
• The school creates a welcoming and inclusive environment where pupils feel a sense of belonging.
• Leaders work proactively with external agencies to secure specialist support.
• Governance at all levels is effective, providing robust challenge and support.
• Leaders prioritise staff wellbeing and workload, contributing to positive morale and high retention.
• Professional learning is carefully planned, evidence-based and aligned with school priorities.
• Parents are highly supportive and value constructive relationships with the school.
• Disadvantaged pupils and pupils with SEND make suitable progress from their starting points.
• Pupils achieve well overall, with reading outcomes above national averages.
• Pupils take pride in their school and work.
• Pupils take on leadership roles such as reading heroes, wellbeing ambassadors and playground leaders.

Areas for Improvement

• Pupils' engagement is not consistently high across all classes.
• Teaching in writing and mathematics is not consistently strong enough to maximise progress for all pupils.
• Adaptive teaching and in-the-moment assessment need refinement so work is precisely matched to pupils' starting points.
• Some staff do not always adjust tasks precisely enough for pupils with SEND.
• When tasks are not adapted well, some pupils lose focus or find it difficult to work independently.
• Early years staff do not consistently maximise purposeful, high-quality interactions across the day.
• Disadvantaged pupils' outcomes in writing are below national averages.
• Disadvantaged pupils' outcomes in mathematics are below national averages.
• There are large disadvantage gaps in writing (-36pp) and mathematics (-30pp) compared with non-disadvantaged pupils nationally.
• Leaders need to ensure more pupils consistently achieve the higher standards in writing and mathematics.
• Pupil participation and focus need to be consistently high in all lessons.
• Support for pupils with SEND is not always precise enough to help all pupils access learning successfully.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Ash Green Primary Academy attended 96.9% of sessions (the national figure for primary schools was 94.8%). 3.0% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.6% of pupils at Ash Green Primary Academy were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Ash Green Primary Academy had 29.1 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 12.0% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 6.3% of pupils at Ash Green Primary Academy were on SEN support (nationally 15.4%) and 2.8% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2024–25 Ash Green Primary Academy received £6,403 and spent £6,127 for each of its 465 pupils. It ended the year with a deficit of £3,000 (-£6 per pupil).

Across all 8 schools of The Societas Trust, income was £6,126 and spending £5,893 per pupil.

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Stoke-On-Trent · Stoke-on-Trent local authority: places and applications

Ash Green Primary Academy is part of The Societas Trust, which runs 9 schools. The nearest others:

• Gladstone Primary Academy Stoke-On-Trent
• Ellison Primary Academy Newcastle
• Carmountside Primary Academy Stoke-On-Trent
• Alsagers Bank Primary Academy Stoke-On-Trent
• Burnwood Primary Academy Stoke-On-Trent
• Summerbank Primary Academy Stoke-On-Trent
• Ball Green Primary Academy Stoke-On-Trent
• Goldenhill Primary Academy Stoke-On-Trent

What is Ash Green Primary Academy's Ofsted rating?

The latest Ofsted rating for Ash Green Primary Academy is Expected standard, from an inspection in July 2026.

When was Ash Green Primary Academy last inspected by Ofsted?

Ash Green Primary Academy was last inspected in July 2026.

How many pupils does Ash Green Primary Academy have?

Ash Green Primary Academy has 460 pupils on roll.

What age range does Ash Green Primary Academy cover?

Ash Green Primary Academy for pupils aged 3 to 11.

What are Ash Green Primary Academy's SATs (KS2) results?

In 2025, 63% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Ash Green Primary Academy?

Ash Green Primary Academy is at The Lea, Brough Lane, Trentham, Stoke-on-Trent, Staffordshire, ST4 8BX.