All Saints Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Most pupils enjoy attending the school.

Many said that they 'love it here'. They speak of the care and kindness of the staff who look after them. There are strong relationships between staff and pupils.

Staff know the pupils well. They understand the various barriers and challenges pupils face when they are learning. This leads to a strong, child-centred environment where pupils feel safe.

The school's values and ethos are tightly aligned to the behaviour policy. Pupils said that the school's simple rules help them to 'love to learn and learn to love, respectfully and inclusively'. Several pupils talked about how the values of courage, service and truth were ...important for them to be successful.

Staff have high expectations of all pupils. Any incidents of low-level disruption in lessons are well managed. The school has made improvements to playtimes.

Pupils now engage in purposeful and positive activities. This ensures that they feel safe in the playground. Pupils said that they trust that teachers will quickly resolve any bullying or friendship concerns.

Changes made to the curriculum are not having the impact the school desires. Aspects of the curriculum, including phonics, are not yet consistently implemented. Some subjects require further development to identify exactly what pupils should learn.

Some pupils do not learn as well as they should.

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

The school wants pupils to become confident and resilient learners. This ambition is seen most clearly in the Nursery and early years provision.

Children make a strong start through carefully planned learning opportunities. They enjoy learning through playing in well-designed outdoor environments as well as in the classroom. The more structured learning sessions also prepare children well for their next stage at school.

In some subjects, such as mathematics, what pupils should learn and when is clearly and logically planned. However, this is not the case for all subjects. In some subjects, it is unclear exactly what teachers intend pupils to know and remember.

In some subjects where it is clear what teachers should teach, the curriculum is not implemented consistently. Some of the learning activities and work given to pupils do not always support them to learn the intended curriculum. As a result, some pupils struggle to recall the important knowledge they need.

Teachers use questions and opportunities in lessons to check pupils' understanding. However, they do not always use the information they gather about what pupils do or do not know to shape future learning. Teachers do not always address gaps in pupils' knowledge before they move on to new learning.

These gaps persist for some pupils and hinder their progress through the curriculum.

The school promotes a love of reading. However, reading is not always prioritised for pupils.

There is a well-planned and sequenced phonics programme in place. The school has ensured that pupils' reading books match the sounds that they are learning. Staff have received appropriate training.

However, the teaching of the early reading curriculum is not yet consistently strong. Staff do not always check that pupils have acquired the knowledge that they need. They do not always address gaps in pupils' phonics knowledge.

This means that some pupils' phonics knowledge, such as the ability to blend sounds, is not secure. This is a barrier to some pupils becoming confident readers and limits their ability to fully access the curriculum.

Pupils with special educational needs and/or disabilities (SEND) are well supported in the school.

Staff know pupils' needs well. Pupils are helped to access the curriculum. Staff are well trained to provide pupils with appropriate strategies that help them communicate their wants and needs.

Staff use a consistent approach that helps all pupils manage their emotions. They provide effective techniques and safe spaces to help pupils to self-regulate. The teachers in the specially resourced provision, 'Footsteps', provide an environment where pupils are safe and can flourish.

However, staff feel that financial restraints are limiting their ability to provide the level of support required to fully meet pupils' increasingly complex needs.

The school is working closely with parents and pupils to highlight the importance of being at school and to identify any barriers to good attendance. There has been a significant investment in staff to provide effective support for the families who struggle to meet the school's high expectations of pupils' attendance.

As a result, some pupils' attendance is improving. Staff consistently apply the school's simple rules. Pupils appreciate the boundaries and routines that staff provide and they behave well.

There are several opportunities provided for pupils to develop their character. Pupils engage well with these. There is effective support for good mental health.

Pupils are taught about respecting those who are different from themselves. However, there is not a coherent structure that pulls together everything the school aims to provide for pupils' personal development. There are too few opportunities for pupils to develop their interests and talents.

Pupils have limited exposure to rich experiences to build their cultural capital. Their limited understanding of fundamental British values does not fully equip them to be the rounded citizens the school desires.

New leaders are supported effectively by the Learn Academies Trust.

Staff say that they are well cared for. Their well-being and workload are carefully considered. They are proud to work at 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)

• Reading is not always given the priority it requires to ensure that pupils become confident readers. Inconsistencies in the delivery of the phonics programme have not been addressed.

Assessment in phonics lessons does not always detail where some pupils are still struggling. As a result, staff do not always address gaps in pupils' phonics knowledge. Pupils are not becoming accurate and fluent readers as soon as they should.

This hinders their ability to access the school's curriculum. The school needs to ensure consistency and accuracy in the implementation of the phonics programme and the assessment of pupils' phonological knowledge, so they become confident readers as soon as possible. ? In some subjects, it is not clear what the important knowledge and skills are that pupils are expected to know and remember.

In some subjects where this knowledge is more clearly identified, the implementation of the curriculum does not always lead to pupils knowing and remembering this key knowledge. Pupils are not fully equipped to get better at the subjects they are studying. The school should ensure that the curriculum clearly defines the knowledge and skills pupils need to know and remember.

The school should also check that all staff implement the curriculum well, so pupils know and remember more about the subjects they study. ? The assessment of what pupils know does not always shape what teachers do next. Knowledge gaps are not always addressed before pupils are moved on to new learning.

These gaps persist for some pupils and hinder their progress through the curriculum. The school should ensure that all teachers use information from assessment activity to inform teaching that addresses any pupils' knowledge gaps so they are not allowed to persist. ? The school has not planned a coherent, high-quality personal development curriculum.

The different activities pupils experience do not build towards clearly defined endpoints. As a result, some aspects of pupils' personal development education are weaker and do not prepare them as well as they might for their next steps, and life in modern Britain. The school should ensure that all aspects of the personal development curriculum contribute towards developing pupils to become the fully rounded citizens the school desires.