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All Saints Church of England Academy's clear vision that 'every child matters equally to God' is shared and understood by staff and pupils. This belief, underpinned by the school's strong Christian ethos, is lived out every day. It is a highly inclusive school where all pupils are helped to learn, develop and realise their potential.
The school has been awarded 'School of Sanctuary' status, which reflects its welcoming nature, particularly for those seeking safety and support. Staff care deeply for the pupils. Relationships between staff and pupils are warm and caring.
As a result, pupils are happy and safe.
Pupils' behaviour is exemplary. In lessons, teacher...s have very high expectations of pupils.
They rise to these expectations, work incredibly hard and achieve very well, including in external examinations. The school is a calm, harmonious place where pupils demonstrate excellent manners and greet visitors warmly.
The school's work to support pupils' wider development is impressive.
The personal development programme is highly effective in supporting pupils' spiritual and cultural understanding, leadership skills and preparation for adult life. The school is highly aspirational for pupils. A parent reflected the view of many when they told inspectors that, because of the school, 'My child feels the sky's the limit.'
What does the school do well and what does it need to do better?
All Saints provides an ambitious and broad curriculum that prepares pupils well for their next stage of education, employment or training. Pupils with special educational needs and/or disabilities (SEND) benefit from the same curriculum as their peers.
Teachers deliver the curriculum effectively.
They are subject specialists who explain concepts clearly. Pupils are given regular opportunities to practise and apply what they have learned, including ambitious subject-specific vocabulary that they use well.
In some subjects, there are some inconsistencies in how systematically some teachers check pupils have learned and understood the curriculum.
On occasions, this means they do not identify that pupils have misunderstood concepts or they have gaps in their knowledge.
The school's provision for pupils with SEND is very effective. The school identifies and meets pupils' needs well.
Teachers use the detailed information they receive on pupils with SEND to ensure they are supported well in their learning. As a result, pupils with SEND achieve well.
The school prioritises reading.
Pupils read regularly, which helps them develop their fluency and accuracy. Pupils who need support with reading receive support that helps them to catch up quickly. Reading for pleasure is widely promoted by the school.
Pupils in key stage 3 enjoy dedicated reading lessons. Pupils make good use of the school's well-stocked library.
Pupils are highly motivated and exceptionally keen to learn.
In lessons, they listen intently to teachers. Attitudes towards learning are superb. Disruption to learning in lessons is rare.
The school's work to ensure pupils attend school regularly is relentless. It works effectively with families to ensure any barriers to attendance are overcome. As a result, rates of attendance are high.
Pupils develop their cultural understanding and wider skills exceptionally well. The school has developed a comprehensive programme known as 'Involve'. Through this, pupils develop their interests and talents, for example in sports and performing arts.
They develop their cultural understanding through debates and visits to museums, theatres and landmarks. Pupils take part in the Duke of Edinburgh's Award scheme and mock criminal trials to enhance their leadership skills. The school's comprehensive careers programme provides pupils with detailed information on employment, apprenticeships and education.
Pupils take on a wide range of leadership roles such as 'cultural ambassadors', 'prefects', and 'library leaders'. Pupils make a tangible contribution to their community. Following training, they act as peer mentors, deliver assemblies to their peers, support younger pupils with their reading and lead charity fundraising events.
Pupil leadership has a high profile in school, and pupils aspire to be part of this impressive programme.
Leaders have sustained high standards at the school over time. For example, pupils' attainment and progress in external examinations have been consistently well above local and national averages.
Staff are proud to work at the school, and morale is high. They appreciate that leaders listen to them and support them with their workload and well-being. Governors and trustees are highly skilled.
They have an accurate understanding of the school. They fulfil their duties well.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• There are some inconsistencies in the ways some teachers check what pupils have learned and remembered. This means that, at times, they do not identify pupils' misconceptions or the gaps in their knowledge. The school should ensure that teachers check pupils' knowledge and understanding systematically to ensure that gaps in knowledge are consistently identified and filled so that pupils can achieve more.
