|Name||All Saints Church of England (Aided) Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||24 April 2019|
|Address||Tamar Way, Didcot, Oxfordshire, OX11 7QH|
|Religious Character||Church of England|
|Number of Pupils||445 (53% boys 47% girls)|
|Number of Pupils per Teacher||20.7|
|Percentage Free School Meals||4.6%|
|Percentage English is Not First Language||16.4%|
Information about this school
All Saints Church of England (Aided) Primary School is larger than the average primary school. It has two classes in all year groups and a Nursery. The school’s last statutory inspection of Anglican and Methodist schools took place in April 2017. Following the previous inspection, support for the school has been provided by the local authority, the diocese and a systems leader from another local school. The proportion of disadvantaged pupils is below the national average. The proportion of pupils with SEND is below average. Most pupils are of White British heritage.
Summary of key findings for parents and pupils
This is a good school Leadership is effective. Leaders have developed rigorous systems to drive school improvement. As a result, the quality of teaching has improved and pupils are making good progress from their differing starting points. Governance is strong. The governing body knows what the school does well and what could be even better. Governors monitor leaders’ actions well and hold them to account effectively. Pupils are making consistently good progress in reading, writing and mathematics across the school. Their development is carefully tracked so that any pupils whose progress falters are swiftly identified and supported well to catch up. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) are making good, and often stronger, progress from their starting points. Leaders ensure that support for these pupils is carefully tailored to their needs and regularly reviewed. The quality of teaching is good. Teachers have secure subject knowledge. This helps them to plan sequences of learning that build successfully on pupils’ skills, knowledge and understanding. Pupils’ behaviour is good. Pupils conduct themselves well around the school. They work keenly during their lessons and contribute confidently to their learning. The early years setting is good. Children make good progress from their starting points and are ready to achieve well when they start Year 1. The curriculum is broad and interesting. Nevertheless, leaders know that more work is needed to increase challenge and to raise the quality of pupils’ work generally to the high standards seen in English and mathematics, particularly for the most able pupils. This process has already started. Subject leaders have generated plans to drive improvements across the wider curriculum. However, many of these plans are at early stages of implementation.