|Name||All Saints Church of England Primary School, Coalville|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||08 February 2017|
|Address||Ashby Road, Coalville, Leicestershire, LE67 3LB|
|Religious Character||Church of England|
|Number of Pupils||222 (51% boys 49% girls)|
|Number of Pupils per Teacher||20.9|
|Percentage Free School Meals||14.9%|
|Percentage English is Not First Language||7.7%|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is smaller than average. The majority of pupils are of White background. The proportion of disadvantaged pupils supported by the pupil premium is average. The proportion of pupils who have special educational needs and/or disabilities is above average. The school is part of the Forest Way Teaching School Alliance. In 2016, the school met the government’s floor standards, which set the minimum expectation for pupils’ attainment and progress in reading, writing and mathematics. The early years provision comprises two Reception classes which children attend full time. Since the previous inspection, the school has experienced significant staff and leadership changes. The current headteacher took up post in January 2015.
Summary of key findings for parents and pupils
This is a school that requires improvement The school is moving forward but actions by leaders and governors have not yet led to good teaching and outcomes for pupils. Behaviour systems are not yet fully effective in promoting good behaviour or clearly communicated to parents. Leaders do not provide support staff with consistent feedback. Leaders, including governors, do not have ways to quickly check whether attendance and behaviour are improving. Not all leaders are fully involved in improving the quality of teaching. There is variation in how effectively teachers encourage pupils to present their work well and have positive attitudes to learning. In some classes, teachers do not expect enough of pupils, including those who are most-able, or build sufficiently upon previous learning, especially for disadvantaged pupils. Pupils’ progress varies from class to class, which prevents them from reaching the expected standards by the time they leave the school. There is some variation in how well reading is taught. Pupils do not consistently spell accurately or have enough opportunities to write at length. In mathematics, teachers do not provide enough tasks for pupils to use their skills and to demonstrate their understanding. The school has the following strengths Leaders have an accurate view of how well the school is doing and identify the right priorities to improve. There is now clear identification of which pupils need extra help to achieve well. Good support is helping to speed up progress. Pupils say that they feel safe. Staff offer good support to promote pupils’ well-being. Children in the early years make good progress because teaching is good. Pupils achieve well in phonics because of consistently good teaching.