All Saints CEVA Primary School and Nursery

Highlights from Latest Inspection

What is it like to attend this school?

All Saints CEVA Primary School and Nursery is like one big family. It is a caring school.

Pupils enjoy their learning and being with their friends. One pupil told inspectors, 'It is a kind school because we all look after each other.'

Staff have very high expectations of pupils.

They celebrate the school's 'golden 5' rules. Pupils know and understand these rules. They have positive attitudes towards their work and towards each other.

Pupils enjoy making a positive contribution to the life of the school as prefects and house captains.

Pupils behave well. They are polite and respectful.

Pupils know that bullying is not tolerated. The...y know that staff are quick to sort out any concerns for them. One pupil told inspectors: 'If we are worried, we just tell a grown-up.

Something gets done about it.' Pupils have a very clear understanding of difference and equality.

Parents and carers are overwhelmingly positive about the school.

One parent, typical of many, said: 'All Saints is a fantastic, nurturing school that seems to churn out children who are confident, polite and have a 'can do' attitude.' Parents particularly appreciate the welcoming and approachable staff.

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

Leaders have developed a strong curriculum in many subjects.

The curriculum has been organised to ensure that pupils build their knowledge and skills gradually. Pupils understand complex subject vocabulary. For example, in music, pupils can explain the meaning of pitch, rhythm and tone.

In history, pupils know many of the monarchs of England and remember facts about their reigns. One pupil told inspectors, 'King John didn't have much power because he made people pay a lot of taxes and some of his powers were taken away.' Some curriculum thinking is not as ambitious.

In some subjects, leaders have not identified precisely the key knowledge that pupils need to learn from the Nursery to the end of key stage 2. In some subjects, leaders do not have a consistent approach to checking how successfully pupils learn this important knowledge.

Pupils say that they enjoy mathematics.

Leaders have set out the order in which pupils learn new knowledge. Teachers take the time to explain the learning. They explain their learning well using mathematical vocabulary.

For example, pupils use 'rotation,' and 'turn' when discussing right angles. Pupils have regular opportunities to revisit their learning in '5-minute fluency activities'.

Reading is prioritised in the school.

Leaders provide pupils with a wide range of high-quality books. Pupils enjoy reading and talking about books. The daily phonics sessions are highly structured.

Pupils use their decoding skills well to sound out unfamiliar words. Books are matched to the letters and sounds that pupils are learning. Staff regularly check how successfully pupils learn new sounds.

If pupils fall behind, staff provide support.

Relationships are very positive between children and adults in the Nursery and early years. Teachers provide tasks related to children's learning.

For example, children work independently on tasks such as learning about the life cycle of a butterfly. They are confident in using scientific vocabulary such as 'caterpillar' and 'chrysalis'. Staff ask questions such as, 'What is the number above…?' so that children can apply their mathematical understanding.

Staff ensure that the learning environment is very engaging.

Pupils with special educational needs and/or disabilities (SEND) achieve well. Staff communicate very well with parents.

Leaders are quick to identify pupils with SEND. Leaders work well with external agencies and ensure that pupils with SEND access the full curriculum. Teachers provide strong support for these pupils.

Leaders are reviewing the school's approach to assessment. In some subjects, teachers check how successfully pupils acquire and use knowledge. However, in other subjects, leaders have not identified precisely the key content that pupils need to learn.

In these subjects, approaches to assessment do not identify gaps in pupils' learning well enough.

Leaders support pupils to develop resilience. Typically, a pupil said, 'We are taught 'happy breathing' – everyone does it, it calms you down, and clears your mind.'

There is some inconsistency in some pupils' knowledge of British values. Most understand the rule of law and respect. However, some pupils struggle to explain what living in a democracy means.

Some pupils confuse different faiths and beliefs.

Governors and representatives of the local authority know the school very well. They fulfil their statutory responsibilities.

Leaders work very well with staff. They provide regular training. They consider staff's well-being and workload.

Staff are overwhelmingly positive about the leaders and the professional support from the local authority.

Safeguarding

The arrangements for safeguarding are effective.

There is a very strong culture of safeguarding.

Governors regularly check the school's safeguarding procedures. Leaders provide regular training for staff and governors. Staff know how to spot pupils who may be at risk.

They pass on concerns promptly. Leaders support pupils' welfare. They work well with external agencies to provide additional help when needed.

Record keeping is detailed and thorough.

Leaders ensure that the curriculum provides opportunities for pupils to learn how to stay safe, including when online. Pupils know who to go to if they have a concern.

They know that staff take their concerns seriously.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's curriculum is not yet sufficiently well planned and sequenced in some subjects. However, it is clear from leaders' actions that they are in the process of bringing this about.

Leaders need to complete the process of reviewing the curriculum in all subjects. For this reason, the transitional arrangements have been applied. In completing their curriculum review, leaders should ensure that there is clarity in their curriculum thinking across all subjects and areas as to the knowledge that all pupils, including those with SEND, should learn and when they should learn it.

• Approaches to assessment are inconsistent in some subjects. In some subjects, where curriculum thinking is less clear, teachers do not check effectively how successfully pupils acquire and use knowledge. Leaders should ensure that assessment consistently assists teachers in identifying clear next steps for pupils without causing unnecessary burdens for staff and pupils.