All Saints Catholic Primary School, a Catholic Voluntary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive in this safe and happy school. It is a school 'built on love'.

Everyone is made to feel welcome. Staff expect pupils to behave well. Pupils show a very high level of respect for each other.

They play well together at social times. They enjoy each other's company. Older pupils support younger ones so that nobody is left out.

In lessons, pupils engage well and are keen to learn.

Highly effective leaders have led the school through a period of rapid change. The trust has provided training and support to improve every aspect of the school since it opened as part of the trust.

The curriculum is ambitious and well thought through. Pu...pils, including those with special educational needs and/or disabilities (SEND), learn well. Children in the early years get off to a strong start.

Many pupils attend an after-school club. Take-up of these opportunities is high, including for pupils who have SEND or are disadvantaged. Pupils particularly enjoy the different sporting competitions they can take part in.

There are also opportunities to celebrate pupils' achievements in music, for example, by singing at a local cathedral.

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

The curriculum is ambitious and well planned. It meets the needs of pupils in mixed-aged classes well.

Leaders break down the knowledge pupils need into small steps. Teachers re-visit important knowledge and skills to help pupils remember their learning over time. Staff check pupils' understanding as they go along.

They address any misconceptions that come up. This helps to ensure pupils learn well.

Pupils learn to read quickly.

If they need extra help, they get the right support. In some phonics lessons, staff do not consistently follow routines carefully. This makes it harder to tell if any pupils are not keeping up.

However, staff do take other opportunities to check what pupils have learned. Pupils have lots of opportunities to practise reading. Books match the sounds that pupils know.

This helps them to become confident readers. Pupils enjoy reading. They are enthusiastic about books they have read.

Staff are very effective in teaching pupils with SEND. They know when and how to adapt learning so that all pupils learn well. Pupils with SEND access the full curriculum.

They also take part in the wider life of the school, for example, by attending clubs or joining the school council. Those pupils who need emotional and/or academic support get the help they need. The school works closely with external agencies to support pupils with SEND.

In the early years, staff are extremely effective at helping children learn vocabulary. A sharp focus on language development starts right from nursery. Staff make sure children get the most out of purposeful activities.

Staff plan activities carefully to build on what children learn in their teacher-led sessions. Children enjoy learning.They play well together.

Staff use checkpoints to check what children have learned. If a child needs more support or practise, staff make sure they get the right help to stay on track. Children are very well prepared for their next stage.

Staff develop excellent relationships with pupils. Pupils behave well. If pupils fall out with each other, they either resolve it themselves, or adults will help them.

Leaders have highly effective strategies for making sure that all pupils attend school regularly. When a pupil's attendance has been lower, leaders work closely with the family to support them in getting their child into school. This work is highly effective and worthy to share.

The school makes sure that pupils have wider experiences beyond the curriculum. For example, pupils learn about the world of work when visitors come in to talk about their jobs. They have opportunities to take on responsibilities, such as being helpers at lunchtime, or pupil ambassadors.

Pupils are very proud to take on these responsibilities. They serve as good role models for other pupils.

The curriculum for pupils' personal, social and health education is well thought through.

Pupils have a secure understanding of topics such as democracy and staying safe online. Pupils believe that other faiths and cultures should be respected. However, they do not remember enough about other faiths and cultures.

They have misconceptions about world religions. The school is aware of this. Leaders are in the process of re-designing the curriculum to help pupils to remember more.

Governors and trustees know the school well. They provide excellent support and challenge to help leaders continually improve the school. There is a strong focus on training staff.

Staff appreciate the opportunities to develop their knowledge and skills. Leaders are highly effective in supporting staff. Morale is very high.

Leaders prioritise parental engagement. Parents are extremely positive about the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils do not remember enough of their learning about wider faiths and cultures. They are not as well prepared for life in modern Britain as they should be. The school should develop strategies to ensure pupils learn and remember important knowledge about world faiths and cultures.