All Saints Church of England (Aided) Primary School

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All Saints Church of England (Aided) Primary School

Name All Saints Church of England (Aided) Primary School
Ofsted Inspection Rating Requires improvement
Inspection Date 17 January 2017
Address Tamar Way, Didcot, Oxfordshire, OX11 7QH
Phone Number 01235819143
Type Primary
Age Range 3-11
Religious Character Church of England
Gender Mixed
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

The school does not meet requirements on the publication of specified information on its website about the content of the school curriculum in each academic year for every subject. All Saints Church of England (Aided) Primary School is much larger than the average primary school. It has two classes in all year groups. The majority of pupils are of White British heritage, although there is an increasing proportion of pupils who speak English as an additional language. The proportion of disadvantaged pupils is below the national average. The proportion of pupils who have special educational needs and/or disabilities is below 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 school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress. The school runs a breakfast club and after-school club for pupils.

Summary of key findings for parents and pupils

This is a school that requires improvement Pupils’ progress at the end of key stage 2 in 2016 was significantly below the national average in writing. Pupils in key stage 1 did not make enough progress to reach the expected standard, especially in writing and mathematics. Leaders and governors have an overly positive view of the school. As a result, efforts to improve outcomes have been limited and so progress in writing and mathematics is still not good. Leaders’ monitoring of teaching and pupils’ progress is not thorough enough. Leaders do not regularly evaluate what they have seen, so their actions to improve the school are not as effective as they could be. The governing body has been through a time of significant change. It is not yet able to offer sufficiently rigorous challenge to school leaders. The quality of teaching is variable. Teachers do not consistently use the information they have about pupils’ learning to plan their next steps. As a result, some pupils’ progress falters, while most-able pupils sometimes find the work too easy. Teachers do not give pupils time or opportunity to make the best use of the guidance they are offered. As a result, pupils are not able to overcome difficulties routinely, or deepen their understanding and make the good progress they should. The school has the following strengths The school is a harmonious, inclusive community where pupils feel safe and enjoy learning. Children get off to a good start in the early years foundation stage, where they learn well and make strong progress. Pupils behave well in lessons and around the school, including at lunchtimes. They are thoughtful and kind, and show respect to adults and their peers. Pupils who have special educational needs and/or disabilities make good progress.

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