All Cannings Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

There is a warm and caring culture at All Cannings Church of England Primary School. It is a nurturing environment for pupils. Parents describe the school as a 'family'.

Pupils demonstrate the Christian values of the school, such as generosity, peace and compassion, through their attitudes and behaviours. Pupils talk enthusiastically about their fundraising and support of charities. For example, monies raised from school performances helped to replace the lead on the church roof.

Leaders have high expectations of pupils. Pupils are attentive and respectful. They talk to visitors with excitement about their learning.

Older pupils act as positive role models fo...r their peers. Pupils have many opportunities for leadership. Roles such as school councillor or worship ambassador help pupils to contribute to the school community.

Pupils develop their interests and talents in many ways. For example, they enjoy music, coding, sports, ballet and board games clubs.

Pupils say that bullying rarely happens and when it does, leaders deal with it promptly.

Pupil ambassadors support one another in resolving friendships. Leaders ensure that pupils learn about friendship, kindness and how to treat one another.

Leaders give a warm welcome to parents and the community at the school.

Many parents appreciate the open and approachable nature of leaders and staff.

What does the school do well and what does it need to do better?

Leaders have established a creative and ambitious curriculum. Discrete subjects connect together across the planned topics.

For example, in Year 6, pupils understood the reasons for the sinking of the Titanic and its influence on the future through history. In science, they experimented with the impact of ice in water. Teachers plan for pupils' progression of knowledge and skills starting in Reception Year and continuing all the way through to Year 6.

In early years, the curriculum is ambitious and challenging. Children access all areas of learning that link to their current topic. Phonics and mathematics are part of the provision.

Children have a good vocabulary knowledge, although sometimes teachers provide vocabulary for children too quickly before the children have had a chance to think about it. Children share and encourage one another. They demonstrate the values and behaviours modelled by older pupils.

Teachers assess pupils' knowledge frequently and so they are able to pick up on pupils' misconceptions quickly. In mathematics, milestone points identify pupils who need support to catch up. In all classrooms, mathematical resources are in use across the school.

This encourages pupils to continually develop their mathematical skills. In Reception Year, children use the topical mathematics activity table to count forwards and backwards. In foundation subjects, pupils demonstrate their subject knowledge over time through 'double-page spreads' and quizzes.

This helps pupils to recall their prior learning. For example, Year 3 pupils could identify the difference between settlers and invaders in a sophisticated way. They could talk about this in relation to the Anglo-Saxons and Vikings.

Pupils secure their early reading knowledge through systematic phonics teaching. This begins in Reception Year, where children are well established in the routines and expectations of the lesson. They quickly recognise new letters and sounds that teachers introduce.

Pupils' progress in reading is closely monitored. Pupils get help quickly if they need it. There is an ambitious reading curriculum that pupils progress through.

Leaders prioritise reading with fluency and having a love of books. A large number of reading champion volunteers train to hear pupils read and support them to improve their fluency.

In lessons, pupils focus on their learning with enthusiasm.

If they become excitable, they quickly focus back on their learning. Pupils enjoy paired talking and sharing their understanding with the rest of the class.

Leaders ensure there are many opportunities to enhance pupils' personal development.

There are many trips and residentials planned. For example, Year 6 recently visited the SeaCity museum in Southampton as part of their study of the Titanic. The personal, social and health education curriculum is well planned and bespoke to the needs of the pupils.

Pupils learn about relationships and differences. Pupils celebrate the school's values during regular 'golden worship' sessions. These help pupils develop compassion for others.

Pupils with special educational needs and/or disabilities (SEND) are well supported. Teachers adapt the curriculum so that pupils with SEND have the same opportunities as all pupils. Staff are trained to identify pupils with SEND early so that support is put in place quickly.

Leaders ensure there are wide opportunities for staff training and professional development. Teachers develop their subject knowledge through support from subject leaders. Training with the trust and networks and external development enhances this.

Staff appreciate the work of leaders to reduce workload and prioritise the well-being of staff and pupils.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure there is a comprehensive system for reporting and follow up with prompt action.

Staff are well trained in identifying and reporting any concerns they may have. Training is up to date, and leaders make it relevant to the local context and beyond.

After the COVID-19 pandemic, leaders have identified mental well-being as a priority for pupils and staff.

Pupils learn about looking after themselves and others. They learn about keeping themselves safe, especially online. Pupils know why it is important to report any concerns they have to an adult.

Leaders provide different ways for pupils to do that, for example, a worry box.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Although there is robust assessment of foundation subjects that informs teachers of what pupils know, this information is not used well by senior leaders. Leaders need to make sure that assessment information provides an overview of pupils' learning that can be used to plan for future curriculum development.