All Saints’ CofE Primary School, Putney

Highlights from Latest Inspection

What is it like to attend this school?

This is a caring and friendly place for pupils to learn in. Pupils are incredibly proud of their school. They get on well with each other and play happily at break and lunch times.'

Confident futures' is the vision that leaders, governors and staff share for all pupils. They aspire for pupils to flourish and be well prepared for life in modern Britain. The curriculum enables pupils to learn well and achieve academically.

It also promotes their social and emotional development effectively.

Pupils know and live by the school's core values of kindness, respect and resilience. When moving around the school, their behaviour is exemplary.

In lessons, pupil...s behave well and show respect. However, on occasion, some pupils find it hard to keep focused on their work without lots of reminders from staff. This can affect how well pupils grasp the subject content being taught.

Pupils are kept safe and trust adults to deal with any issues that arise. Incidents of bullying are very rare. If they do occur, they are sorted out quickly.

Pupils enjoy taking on additional responsibilities such as being a house captain or a digital or anti-bullying ambassador. Extra-curricular clubs and whole-school events, such as the summer concert, provide many opportunities to support pupils in exploring their talents and interests.

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

Leaders and staff have designed a curriculum that matches the ambition of the national curriculum.

In the Nursery and Reception classes, the curriculum covers all areas of the early years framework and children build up their knowledge well. In many curriculum areas, leaders have thought very carefully about how to get children ready for what they will be taught in subsequent year groups. In a few subjects, however, leaders' curriculum thinking is not as clear.

The knowledge and skills that children will need for their future learning in a subject have not been pinpointed.

Leaders have adopted a clear and systematic approach to early reading and the teaching of phonics. Staff have the subject knowledge to deliver phonics sessions consistently and effectively.

As a result, pupils are learning to read fluently. Those that fall behind are given the right support to get them on track. Pupils are enthusiastic about reading.

They enjoy story-time sessions and the opportunities to read for pleasure, such as in the quiet area at breaktimes.

Leaders and teachers typically make appropriate adaptations to support the learning of pupils with special educational needs and/or disabilities (SEND). Leaders train and work with teachers and support staff to quickly identify any additional needs.

They make sure that pupils with SEND receive well-planned additional help.

In most subjects, pupils achieve well. Lessons are planned and sequenced so that pupils increase their knowledge and skills over time.

This includes identifying the key vocabulary that pupils need to know and use. Typically, teachers set work that helps pupils to retain important ideas. However, this approach is not consistently embedded in all subjects.

Consequently, some pupils remember activities but find it harder to recall key ideas and concepts in a subject. In science, for example, pupils spoke about the practical work that they had done based on the different phases of the moon. They remembered the resources they had used in detail but struggled to recall important scientific knowledge.

Some checks on learning do not establish if pupils are struggling to learn important ideas.

The approach to personal development is well planned and of high quality. Leaders make thoughtful choices about the trips and visitors that pupils experience.

Each opportunity is designed to broaden pupils' understanding of the world around them and make it meaningful to them. The personal, social and health curriculum starts from the early years. Lessons focus on helping pupils to explore feelings and their own well-being, as well as learn about healthy relationships and friendships.

Pupils are taught how to keep healthy, physically and mentally. Mental health is a priority and well-trained staff support pupils effectively.

The promotion of British values is woven through the school's ethos as well as the planned curriculum.

Pupils enjoy debating their ideas in lessons and older pupils take part in debating events. School captain elections and virtual visits to the House of Lords aim to reinforce pupils' understanding of democracy. Class contracts and the 'school code' help to teach pupils about the rule of law.

Leaders select subject content and resources carefully. They aim to ensure that pupils understand the diversity in British society. Pupils are taught about beliefs different to their own through the curriculum.

This includes activities such as the 'faith trail', where different places of worship are visited.

Governors take an active role in the life of the school. They ensure that leaders are held to account as well as being supported.

Staff are proud to work here. Leaders are supportive and consider staff workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders provide regular training to ensure that all staff can identify pupils who are at risk of harm. Safeguarding concerns are recorded and reported promptly to leaders. Records show detailed and appropriate actions in response to the concerns raised.

Leaders work well with external agencies to keep pupils safe. Appropriate pre-employment checks are made on staff.Leaders have identified the need to focus on raising pupils' awareness of online safety.

Pupils receive plentiful information on how to keep themselves safe online. Pupils are also taught how to keep safe from the risks they can come across outside of school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, leaders have not agreed clear expectations for how the early years should provide the starting point for children's subsequent learning in key stage 1.

This means that, at times, the early years curriculum does not focus sharply on ensuring that children are fully prepared for their future learning. In all curriculum areas, subject leaders should identify the important knowledge and skills that need to be prioritised in the early years so that children are better prepared for Year 1. ? In some subjects, the delivery of the curriculum does not focus sufficiently well on supporting pupils to understand and remember important knowledge.

Checks on what pupils know and understand are, at times, not linked closely to what leaders and teachers expect pupils to learn. In some instances, pupils remember activities, rather than the building blocks of knowledge needed for future learning. Leaders need to support teachers to implement the curriculum in a way that enables pupils to grasp and recall essential knowledge securely and over the long term.