|Name||All Saints’ Catholic Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||02 November 2016|
|Address||Cedar Road, Sale, Cheshire, M33 5NW|
|Religious Character||Roman Catholic|
|Number of Pupils||233 (49% boys 51% girls)|
|Number of Pupils per Teacher||20.8|
|Percentage Free School Meals||2.7%|
|Percentage English is Not First Language||5.2%|
Information about this school
This is a smaller than average-sized primary school. Most pupils are of White British heritage. The proportion of pupils from different minority ethnic backgrounds is well below average, as is the number of pupils who speak English as an additional language. The proportion of pupils who have special educational needs and/or disabilities is below average. The proportion of pupils who receive support through the pupil premium funding is well below average. The school met the government’s floor standards in 2015. Since the previous inspection, a new headteacher took up post in September 2015 and she was joined by a new deputy headteacher in January 2016. The school is due to launch its website this month. Inspectors checked the specified information that schools are required to publish on its website and it is compliant.
Summary of key findings for parents and pupils
This is a good school The headteacher, since her appointment 14 months ago, has halted the decline in outcomes for pupils and re-galvanised the school. There is unqualified support and confidence from parents, pupils and teachers for everything that this diligent headteacher has achieved since her arrival. The effectiveness of the early years is outstanding. The children get off to a flying start and enter key stage 1 with very secure foundations for learning. All children achieve the expected standard of phonics by the end of year 1 and this prepares pupils well for a love of reading that is promoted across the school. Pupils are currently making the progress they are capable of. This is because of the culture of high aspirations and expectations that the headteacher has instilled in all staff and pupils. The erratic and declining performance of pupils in previous years has been addressed. The significant differences that existed between the achievement of girls and boys are reducing. Standards in writing are improving across the curriculum but girls are still performing better than boys Disadvantaged pupils often do better than other pupils nationally. Teaching is continuing to improve and pupils are enjoying their learning and feeling challenged. Teaching has begun to more accurately meet the needs of pupils. The assessment systems have provided teachers with current information that is being used to inform planning, based on pupils’ prior ability. Pupils behave well and demonstrate impeccable manners and have a mutual respect for each other and their teachers. Pupils demonstrate an acute sense of social justice and maturity in their understanding of equality. The new systems and structures that have been introduced have already had a tangible impact. The school is moving forward on its journey from implementation to ensuring that these new developments are deeply embedded but leadership is not yet developed at all levels to ensure that this is sustained. While the rate of change has been necessary, it has been too dependent on the headteacher and deputy headteacher alone.