All Saints Church of England Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils do not get a decent education.

Struggling readers do not get the help they need. Staff do not ensure that pupils learn knowledge and skills in the right order. Pupils who have special educational needs and/or disabilities (SEND) are not well supported.

Despite this, pupils are happy coming to school. They get on well and enjoy playing together. Pupils know the importance of being a good friend.

Their positive attitudes towards others reflect the school's ambition for pupils to 'love all our neighbours'. As one pupil commented, 'It is important to be kind and respect other people's thoughts.'

Pupils understand the new behaviour system which gu...ides them to be 'ready, respectful and safe'.

As one pupil commented, 'Staff encourage us to behave and to ask for help.' This means that pupils have trusted adults they know will listen to them if they have concerns. Although they say that bullying occasionally happens, pupils are confident that staff will swiftly resolve any issues.

Pupils enjoy the range of opportunities that are available to them. This includes a broad range of clubs. They like the different leadership opportunities such as 'eco-warriors' and school councillors.

Pupils take their work seriously to encourage the reduction of food waste.

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

Following a period of leadership turbulence, the acting headteacher has identified significant weaknesses in the quality of education. Staff value his determination that they will work as a team as they begin work to improve the school.

However, he took up his post this term, and it is too soon to see any real impact.

The teaching of reading is weak. Teachers read a wide range of books to expose pupils to texts they might not read independently.

This includes books that promote important issues, such as how to manage worries. However, staff have not been trained to teach early reading. They do not use a phonics programme to support the large number of struggling readers in Year 3 and 4.

Reading books are not accurately matched to the sounds that pupils have learned. The reading curriculum is not coherently sequenced. This means that pupils do not build on reading skills they have learned before.

The curriculum for mathematics is better developed. However, staff do not follow the plans closely. In the mixed-age classes, they teach the older year group's curriculum to all pupils.

They do not adapt their teaching well enough to support or challenge pupils. Consequently, pupils do not learn well enough.

Many subject leaders are new to their role.

They are not equipped with the necessary skills to develop their subject. Leaders have not ensured that curriculum thinking is always well sequenced. They have not identified the important knowledge and skills for pupils to learn and remember.

Staff often teach the same content to all pupils without checking what pupils have previously learned. They do not always follow the school's plans, so pupils sometimes experience disconnected lessons. Consequently, pupils are not building on what they have been taught before, and find it hard to recall what they have learned.

The provision for pupils with SEND does not meet their needs. The special educational needs coordinator (SENCo) has a clear understanding of pupils' needs, but support plans are weak. Staff do not adapt their teaching well enough.

Sometimes, the extra individual adult support is effective, but this is inconsistent. As a result, pupils with SEND are not learning well.

Leaders are successful in promoting equality and diversity.

They ensure that books reflect the school community and a range of role models are studied. Pupils show respect for others' beliefs. As one pupil commented, 'Everyone is welcome, whatever you look like, whatever you believe.'



Leaders' new behaviour approach is having a positive impact on pupils' attitudes in lessons. Pupils understand that they are expected to concentrate, and so incidents of disruptive behaviour have decreased.

Governors have not taken effective action to ensure that there have been significant improvements in pupils' learning.

They do not have the required knowledge to hold leaders to account to improve the quality of education.

Safeguarding

The arrangements for safeguarding are effective.

Pupils learn how to keep themselves safe.

This includes learning about road safety, managing positive relationships and how to keep safe online.

Staff receive training to help them understand their roles and responsibilities. They know the signs to be alert to, so as to protect pupils from risk of harm.

Staff are confident about reporting concerns. Record-keeping shows that leaders act swiftly in partnership with external agencies, when required. Leaders know about potential local safeguarding risks to be aware of.

Governors actively assure themselves that safeguarding is effective. They check staff understanding and ensure that comprehensive safer recruitment checks are completed.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The teaching of early reading has not been a priority.

This means that too many pupils do not get off to a good start in learning to read. Leaders should ensure that staff are expertly trained, that books are well matched to sounds pupils have learned and that weaker readers have the time and practice to support them to keep up. Leaders should also ensure that the broader reading curriculum is well sequenced.

• The curriculum is not well ordered and staff do not closely follow plans. This means that pupils are not always building learning over time. Leaders should ensure that the curriculum and the way it is taught enable pupils to sequentially build their knowledge and skills.

• Many subject leaders are new to their role. They do not have the skills or understanding to improve their subject. Leaders should ensure that subject leaders are trained and supported to develop the curriculum in their subject and, in turn, to help staff implement it effectively.

• The school does not meet the needs of pupils with SEND. This means that these pupils do not achieve as well as they could. Leaders should ensure that staff receive training to adapt their teaching, so that pupils with SEND learn well in all subjects.

• Governors knew aspects of the school needed to improve, but did not act swiftly to bring this about. As a result, leaders have not been challenged enough and substantial improvements have not been secured. Governors should ensure that they improve their understanding of the curriculum so that they can hold leaders to account effectively.

Also at this postcode