|Name||All Saints Academy Dunstable|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||10 January 2017|
|Address||Houghton Road, Dunstable, Bedfordshire, LU5 5AB|
|Religious Character||Church of England|
|Number of Pupils||666 (46% boys 54% girls)|
|Number of Pupils per Teacher||15.3|
|Percentage Free School Meals||18.6%|
|Percentage English is Not First Language||11.1%|
Information about this school
The school does not meet requirements on the publication of information about pupil premium and the curriculum on its website. The school does not comply with Department for Education guidance on what academies should publish about the pupil premium and the curriculum. The headteacher was made substantive in September 2016 following a period as acting principal from November 2015. The school is smaller than the average-sized secondary school. It converted from an upper school to an 11–18 school in 2013. The school became an academy in 2009 and is co-sponsored by the University of Bedfordshire and the Diocese of St Albans. Most pupils are White British. The proportion of minority ethnic pupils is in line with the national average and the proportion of those who speak English as an additional language is above average. The proportion of pupils eligible for pupil premium is above average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is in line with the national average. The proportion of pupils who have support for special educational needs and/or disabilities is above the national average. The school uses alternative provision for six pupils in Years 8 to 11. These pupils attend Dunstable First Place Training and The Academy of Central Bedfordshire. A section 8 inspection of religious education took place in November 2011. The school met the government’s floor targets (the minimum targets that schools are expected to achieve) in 2016.
Summary of key findings for parents and pupils
This is a school that requires improvement Pupils do not make consistently strong progress across all subjects and year groups. The quality of teaching is variable; not enough teaching is good or better. In some lessons, teachers’ expectations of what pupils can achieve are too low. The school’s feedback policy is not consistently used by pupils and this slows down their progress. The behaviour of some pupils disrupts the learning of others in lessons. Middle leaders are not yet fully effective. Some do not have the skills to lead their departments well. Despite current initiatives by leaders, the proportion of pupils missing school through absence or through fixed-term exclusions is above the national average. Students’ achievement on academic courses in the sixth form was below the national average in 2016. There is evidence of improvement for current students, but it is too soon to be confident of the impact of recent developments on outcomes. The school has the following strengths Since the previous inspection, the new headteacher’s clear vision and leadership has re-energised other leaders. Consequently, the pace of improvement has quickened. They are now taking more effective actions to meet pupils’ needs. The newly formed leadership team demonstrates strong capacity to improve the school. They have made many important changes to the school’s work but many of these have yet to reveal their full impact. Safeguarding is effective. Pupils say that they feel safe and parents agree. The governing body has become more effective over the last year. Members fully support the headteacher, providing effective challenge to her, and the senior and middle leaders, in order to be confident the school is improving. The information, advice and guidance given to pupils are effective in helping them to make decisions about next steps in their education, training and employment. The curriculum is good as it meets pupils’ needs. It is broad with a substantial range of subjects provided across both academic and vocational areas.