|Name||All Saints Church of England Aided Infant School|
|Ofsted Inspection Rating||Good|
|Inspection Date||20 June 2012|
|Address||Brownlow Road, Reading, Berkshire, RG1 6NP|
|Religious Character||Church of England|
|Number of Pupils||60 (53% boys 47% girls)|
|Number of Pupils per Teacher||24.0|
|Percentage Free School Meals||8.3%|
|Percentage English is Not First Language||8.3%|
Information about the school
All Saints Church of England Aided Infant School is a much smaller-than-average infant school. Pupils are taught in two mixed-age classes, one for the Early Years Foundation Stage and Year 1 pupils, and one for Year 1 and Year 2 pupils. The majority of pupils are from White British backgrounds. There is a higher than average proportion of pupils from minority ethnic groups. The proportion of pupils who speak English as an additional language is above average. Pupils come from a variety of socio-economic backgrounds. A much smaller proportion of pupils than average are known to be eligible for free school meals. The proportion of disabled pupils and those with special educational needs supported by school action plus or with a statement of special educational needs is below average. The school holds Enhanced Healthy Schools status, Artsmark Gold award, Bronze Eco Schools award, and Gold Sing Up award. It is a Rights Respecting School.
This is a good school. Pupils are motivated and enthusiastic learners who enjoy school. Since the last inspection, the school has brought about secure improvements and, as a result, the large majority of pupils achieve well from their starting points. Although pupils make good strides in their learning, the school is not yet outstanding as systems to monitor and evaluate teaching and learning are not yet fully embedded. Leaders also rightly recognise more could be done to improve communication with parents and carers, and are considering ways to provide more opportunities to involve them in their child’s learning. Pupils’ achievement is good. All groups, including disabled pupils and those who have special educational needs, make good progress in their learning. By the time they reach the end of Year 2, the attainment of most pupils is above average. Teaching is good overall. Teachers make good use of strategies, such as talk partners, role play and questioning, to ensure pupils are engaged in their learning. In better lessons, the pace is brisk and teaching is lively, capturing pupils’ interests well. Pupils’ behaviour is good. Their spiritual, moral, social and cultural development is mature for their age because the school successfully promotes a culture of inclusion. There are many opportunities for pupils to consider the feelings of others and for reflection through teaching and collective worship. Leaders hold an accurate view of the school’s strengths and weakness and provide effective leadership of teaching and the management of performance. They recognise they now need to sharpen this focus to eliminate inconsistencies in teaching and make greater use of tracking data to accelerate pupils’ progress.