All Saints Church of England Academy


Name All Saints Church of England Academy
Website http://www.allsaints-leekwootton.covmat.org
Ofsted Inspection Rating Good
Inspection Date 10 March 2015
Address Warwick Road, Leek Wootton, Warwick, Warwickshire, CV35 7QR
Phone Number 01926400498
Type Academy
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils Unknown
Number of Pupils per Teacher 26.3
Academy Sponsor The Diocese Of Coventry Multi-Academy Trust
Percentage Free School Meals 3.6%
Percentage English is Not First Language 8.7%

Information about this school

Following a year of collaborative working under one headteacher, the school federated with Burton Green Primary School on 1 September 2014, forming The Green Leek Federation. The Federation shares a single governing body and one headteacher leads both schools. The school is smaller than the average-sized primary school. Children in the early years start in a full-time mixed Reception and Year 1 class at the beginning of the year in which they are five years old. Most pupils are White British. The proportion of pupils from minority ethnic backgrounds is well below average. The percentage of pupils who speak English as an additional language is also well below average. The proportion of disabled pupils and those who have special educational needs is below average. The proportion of disadvantaged pupils (those supported by the pupil premium, which is additional funding for pupils who are known to be eligible for free school meals or looked after by the local authority) is well below 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. There have been significant changes to leadership in recent months. The deputy headteacher was appointed to her current post in March 2015, having covered the post on a temporary basis since January 2015. The headteacher is currently leading mathematics throughout the school since the previous leader left in December 2014. The special educational needs co-ordinator took up the role in September 2014.

Summary of key findings for parents and pupils

This is a good school. Children get a good start in the early years where they develop their skills well. Pupils in Year 1 help new children in the Reception year understand the class routines. This quickly settles them into school life. Pupils make good progress in reading, writing and mathematics throughout the school. The most-able pupils make exceptionally good progress. By the end of Key Stage 2, standards are above average. Pupils achieve well. Teaching is good, and some is outstanding. Teachers make sure that the lessons are interesting and pupils of all abilities learn well. Pupils behave exceptionally well. They are kind and considerate to others and older pupils look after the younger ones. Pupils are enthusiastic about their learning and always try their best to do as well as they can. Pupils feel very safe and secure in school. They have a good understanding of what makes situations outside school unsafe and know how to avoid or deal with these. The headteacher has managed a considerable number of changes very well. She has set high expectations and ensured that the quality of teaching is good. Senior leaders rigorously check how well pupils are doing. Any at risk of falling behind are quickly helped to keep up. Governors know how well the school is doing and how it can continue to improve. They ensure that policies and procedures are in place to provide a safe and vibrant place for pupils to learn. Pupils’ spiritual, moral, social and cultural development is particularly strong. Pupils learn that everyone is unique and this diversity is to be valued and celebrated. It is not yet an outstanding school because : Standards in writing are not as high as in they are in mathematics and reading. Pupils do not have enough opportunity to develop their literacy skills through longer pieces of writing. In some classes, pupils do not apply their literary skills effectively when writing in different subjects. Assessment data is used very well to check pupils’ progress in reading, writing and mathematics, but it is not used effectively in all subjects.