All Saints Academy

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About All Saints Academy


Name All Saints Academy
Website http://villagesaintspartnership.demat.org.uk
Inspections
Ofsted Inspections
Headteacher Mrs Katherine Howe
Address Wretton Road, Stoke Ferry, King’s Lynn, PE33 9QJ
Phone Number 01366501050
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 93
Local Authority Norfolk
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at All Saints Academy learn to be respectful citizens. They embody the school's motto of 'Loving all our neighbours'.

Pupils at this small, rural primary school learn about the wider world. They read and talk knowledgeably about different cultures. Pupils go on trips to London and visit miniature cities in the school hall.

They enjoy gaining knowledge from visitors, such as explorers and authors. Pupils also develop understanding of their local area, for example when farmers speak at careers events.

Pupils play an active part in the smooth running of the school.

Annually, pupils apply and get selected for a 'job' to do in school. Pupils learn ...about democracy by voting for leadership positions. They express pride about the speeches they write and deliver to apply for them.

Behaviour is calm, both in lessons and around the school. In early years, children concentrate when listening, and show independence when playing with their friends. Pupils say that bullying is rare.

If it happens, leaders resolve it. Pupils feel safe because of the atmosphere of tolerance and kindness throughout the school.

Pupils do not achieve as well as they should because the quality of education is not consistently effective throughout the school.

What does the school do well and what does it need to do better?

Leaders have started to put in place a well-considered curriculum. Leaders identify the most important knowledge and vocabulary that pupils should learn. In reading and mathematics, teachers deliver the curriculum well.

They make sure that pupils' learning builds on what they already know. Teachers check that pupils understand and remember the important content. As a result, pupils achieve well when developing their reading and mathematics knowledge.

In other areas of the curriculum, such as religious education (RE) and science, teachers are less consistent at delivering the curriculum as leaders intend. In these subjects, teachers are less confident with their subject knowledge, and need more training. They sometimes move pupils onto new learning before checking whether pupils understand what they have been already been taught.

Teachers do not consistently revisit previous learning enough to ensure that pupils remember it over time. Pupils are not confident in using the subject-specific vocabulary they learn. Leaders are aware of these weaknesses and have plans to address them.

Leaders make sure that pupils learn to read quickly. Phonics is taught as soon as children start in the Reception Year. Pupils learn sounds in a well-planned order.

Staff are well trained to support them. Teachers identify those pupils who may fall behind and help them catch up rapidly. Pupils read books that match the sounds they know.

This helps them to practise and strengthen their phonic knowledge. Pupils, including those who find reading challenging, read with increasing fluency and confidence. Pupils talk with pleasure about the books they read at home.

Children in early years achieve well. Their curriculum is well thought through and carefully planned. Leaders have high expectations for what children should know.

Adults skilfully use opportunities when children are playing to talk to them about what they can learn. Parents praise the support their children receive. Teachers help children to build their language and communication skills quickly.

Consequently, children learn what they need to be ready for key stage 1.

Pupils with special educational needs and/or disabilities (SEND) get careful support.Leaders identify their needs accurately.

Leaders work closely with parents to ensure these pupils get the help they need. Staff are well trained to help pupils with SEND. Because of this, these pupils achieve at least as well as their peers.

Governors are passionate and knowledgeable about the school. They have the skills they need to fulfil their roles and responsibilities. Governors know the strengths and weaknesses of the quality of education, and have clear plans to make further improvements.

They work closely with the trust to monitor and support leaders' work on the curriculum.

Staff say leaders consider their workload. Governors keep a close eye on staff well-being and offer help where there is a need.

Staff praise how leaders support them to develop their careers. As a result, staff feel their well-being is supported.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have developed a strong culture of safeguarding. Leaders know the local risks and teach pupils about these, whether about the dangers on local roads or the potential threat of county lines. Staff are well trained in keeping pupils safe.

Pupils say they feel safe and know a range of adults they could talk to if they have concerns. The curriculum content ensures pupils know how to stay safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers' subject knowledge in subjects other than reading and mathematics is not strong.

Because of this, teachers do not correct misconceptions or develop deeper learning well enough. Leaders need to provide training for teachers so they are confident in delivering the foundation subjects as effectively as they do in reading and mathematics. ? Teachers do not always check what pupils have learned and remembered.

Too many pupils learn new content before understanding what they have previously been taught. As a result, they develop gaps in what they know. Leaders need to check that all teachers assess pupils' knowledge and understanding effectively so they are secure that pupils are ready to move on to new learning.

Also at this postcode
Little Oaks Pre School

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