All Saints Academy Dunstable

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending All Saints Academy Dunstable.

It provides an exceptional range of opportunities that raise pupils' aspirations, develop their character, and broaden their interests. The highly active student parliament helped design the school's behaviour policy. Pupils take part in a broad range of 'elective' clubs, from knitting to forensics.

Pupils learn first-hand about the world of work when they meet a wide range of employers, take part in enterprise competitions, and undertake work experience.

Pupils are very well prepared for adulthood. They learn about topics such as healthy relationships and consent.

They know how to keep themselves ...safe.

The school offers a broad and ambitious curriculum. However, in some subjects it is not yet taught well enough.

Consequently, pupils sometimes have gaps in their knowledge, and they do not achieve highly enough.

Behaviour in school has improved substantially since the previous inspection. The school is a safe, inclusive, and positive place to be.

Most pupils now behave very well in and out of lessons. Because of these changes, pupils attend well. If pupils need support to improve their behaviour, caring staff help them to do so.

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

The school has tackled a significant number of issues from the last inspection. The well-designed curriculum identifies precisely the important knowledge that pupils need to learn. There are now regular opportunities for pupils to revisit prior learning in lessons and 'revision weeks'.

In many subjects, this helps pupils know more and remember more. However, some staff teach subjects outside their specialism. They do not always have the secure subject knowledge that they need to explain concepts clearly and to teach the curriculum well.

They do not know how to check pupils' knowledge in lessons and how to adjust the curriculum accordingly to address any misconceptions. Consequently, pupils do not yet consistently gain the depth and breadth of knowledge that they need to achieve highly. This is reflected in the school's published test results.

The school is committed to ensuring that pupils with special educational needs and/or disabilities (SEND) follow a broad curriculum. Staff know the needs of pupils well and, where needed, adapt activities to meet those needs. Pupils with SEND benefit from the consistent structure of lessons and high-quality resources.

This helps them access the curriculum.

Pupils are encouraged to read widely and often, including in form time. Staff check how well pupils can read.

If they need additional support, well-trained staff help them to become more fluent and accurate readers.

Students in the school's small sixth form are well cared for. They are supported to do well.

They learn how to manage their time and study effectively. Students are very well prepared for adulthood when they learn about personal finance and higher education and employment.

The school has high expectations of pupils' conduct.

Pupils are clear about how they should behave. Most staff manage behaviour as leaders intend so that pupils are able to focus on their learning. The school's pastoral team work exceptionally well to help pupils to attend and behave well.

Alternative provision is used appropriately and effectively to build pupils' resilience.

The school's ethos is at the heart of its exemplary approach to developing pupils' personal qualities and their sense of right and wrong. Pupils fully understand the importance of diversity and respect for all.

They embody this in how they treat each other around school. Pupils look out for and help one another. This is because the school is exceptionally inclusive in its culture and approach to teaching difference.

It ensures, for instance, that all pupils, including those who are disadvantaged, participate in the rich 'electives' offer, trips and visits.

The school has worked very effectively to address the issues identified at the previous full inspection. Trustees now have a clear understanding of what the school is doing well and what it needs to improve.

Staff have opportunities to plan together and learn from each other. The pace of change has been rapid and, understandably, some staff have found this challenging. However, staff are fully committed to improving the offer for pupils.

They appreciate the flexible approaches to their working patterns. As a result, staff turnover has reduced significantly in the last year.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not yet ensured that all staff have the subject knowledge that they need to explain concepts clearly and to teach the curriculum well. This means that pupils do not always gain the breadth and depth of knowledge they need to achieve highly. The school should provide the training that staff need to ensure their subject knowledge is consistently strong.

• The school has not yet ensured that staff check all pupils' knowledge in lessons effectively and adjust the curriculum accordingly. This means that gaps in pupils' knowledge and misconceptions are not always addressed and fixed. The school should ensure that staff are trained to use assessment in lessons effectively.