All Saints Catholic Voluntary Academy

About All Saints Catholic Voluntary Academy Browse Features

All Saints Catholic Voluntary Academy

Name All Saints Catholic Voluntary Academy
Ofsted Inspection Rating Good
Inspection Date 28 September 2016
Address Church Street, Old Glossop, Derbyshire, SK13 7RJ
Phone Number 01457852756
Type Academy
Age Range 5-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 89 (51% boys 49% girls)
Number of Pupils per Teacher 22.1
Academy Sponsor St Ralph Sherwin Catholic Multi Academy Trust
Local Authority Derbyshire
Percentage Free School Meals 10.2%
Percentage English is Not First Language 0%
Persisitent Absence 5.6%
Pupils with SEN Support 13.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school does not meet requirements on the publication of information about the curriculum, including phonics; governors’ business interests; links to the Department for Education performance tables and the school’s accessibility plan on its website. All Saints Catholic Primary School federated with St Margaret’s Catholic Primary School in 2014. There is one executive headteacher and one board of governors across the two schools. All Saints Catholic Primary School is a much smaller than average sized primary school. The proportion of pupils eligible for the pupil premium funding is lower than average. Most pupils are of white British heritage. The proportion of pupils who have special educational needs and/or disabilities is much lower than average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of year 6.

Summary of key findings for parents and pupils

This is a good school The executive headteacher’s determined leadership has brought about significant improvements to the quality of teaching and outcomes for pupils since the last inspection. The executive headteacher has clearly communicated his vision for the federation of All Saints and St Margaret’s Catholic Primary Schools. As a result, he is fully supported by leaders at all levels. Governors fulfil their roles effectively. They know the school well. They are ambitious for everyone associated with the school. They provide a good level of challenge and support for other leaders. Middle leaders are methodical in their approach to bringing about improvements in their areas of responsibility. Leaders check regularly on how well pupils are doing. Leaders put in place additional support for pupils who need it so that they make good progress over time. Teaching and learning across the school are now good. The work that teachers provide during lessons is closely matched to pupils’ different levels of ability. Teachers and teaching assistants make effective use of their strong subject knowledge and questioning skills to help pupils understand new ideas and develop their skills. Reading is particularly well promoted in the school. Pupils express a great enthusiasm for reading and can describe quite particular preferences of authors and genres. Leaders promote pupils’ spiritual, moral, social and cultural development very well. Pupils feel safe in school. Their behaviour is good. They are polite, respectful and care for each other. Children get off to a good start in the Reception class because teaching is good. They make good progress and are well-prepared to start Year 1. The federation’s plans for improvement do not address the specific needs of aspects of school life at All Saints precisely enough. There is scope to improve the learning environment for the children in the early years. Disadvantaged pupils, including those who are most-able, make good progress from their different starting points. However, there is scope for leaders to check even more precisely that the funding to which they are entitled is having the greatest impact. Time is not consistently used well at the very start of mathematics lessons when pupils listen to explanations that are sometimes too easy or too difficult for them.