All Saints CofE (C) Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at All Saints CofE Primary School. They enjoy learning in exciting and interesting lessons. School leaders are ambitious for pupils.

The pupils work hard and reach these expectations.

Behaviour in school is exemplary. Pupils have a superb understanding of the behaviour rules.

Pupils concentrate hard in lessons: they are resilient and work hard. Pupils work with commitment to their learning in an atmosphere of kindness and mutual respect within lessons. Pupils are exceptionally respectful of each other and the adults in school.

They treat others in the way they expect others to treat them. Older pupils take care of their younger peers if... they have any worries or concerns. Bullying is not tolerated.

Pupils feel safe in school. They recognise staff go the extra mile to keep them safe. Pupils learn about how to stay safe online and in the community.

Pupils live by the school motto, 'Hand in hand with God we love, learn and achieve'.A school parliament teaches pupils about British values, such as democracy. Leaders have constructed a rich and far-reaching wider curriculum.

Pupils have tremendous opportunities, which support and enhance their personal development. For instance, pupils are challenged to complete 101 experiences before they leave the Forest Family. These include activities ranging from a worship retreat to a going on a train journey.

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

Leaders have ensured that children in Reception get a sound start to their education. Early Years leaders have researched and introduced an enhanced curriculum. The curriculum has its roots in educational research.

It is the starting point for all other learning in school. Children start to learn to read soon after they join the school.

Learning in Reception is magical.

Staff help children use the indoor and outdoor classrooms well to support their learning and development. Leaders have created a culture with language and communication at its heart. This helps children to successfully expand their vocabulary.

Many children are well prepared to progress into Year 1 by the end of Reception.

Leaders and staff have prioritised reading at All Saints. Trained staff teach pupils to learn to read and pupils develop into fluent readers.

Those who fall behind in their reading receive extra support to ensure they catch up. Teachers read daily to pupils. They bring stories to life for pupils by reading with enthusiasm and expression.

As they progress through school, pupils develop a love of reading. They read and enjoy books from a wide range of authors and genres.

School leaders have created an ambitious curriculum for pupils.

Each subject follows a well-structured sequence of learning. Teachers focus on the key knowledge pupils need to remember. Pupils' learning builds on what they already know.

This helps pupils to know and remember more over time. Teachers make checks on what pupils have learned during lessons and formally at the end of each term. However, teachers' checks in lessons are not always effective.

Sometimes they do not provide teachers with a clear picture of what pupils have understood. Leaders do not build and update their analysis of how well the curriculum is being delivered. This means that they cannot offer all teachers the timely advice and guidance they need to improve further.

Pupils' behaviour in lessons is exceptional. Learning takes place in an atmosphere of mutual respect. Classrooms are a buzz of productivity and purpose.

Pupils are resilient and committed and have an absolute thirst for learning. Staff and pupils get on exceptionally well. They work together with dedication and commitment.

There is no disruption in lessons. Pupils pride themselves on being always polite and courteous around school.

Staff go the extra mile to support the personal development of all pupils.

Parents recognise and value this. This work is highly effective and exceptionally successful. Pupils enjoy the wide range of trips and activities which are on offer, such as the pupil parliament and the 101 experiences.

Breakfast club helps pupils to get off to a good start to their day. One parent commented, 'This is an incredible school that has shaped my son into a well-rounded individual ready for high school.'

Pupils with special educational needs and/or disabilities (SEND) make good progress.

Adults provide effective and timely support. This helps pupils with SEND learn the same ambitious curriculum as their peers. Leaders provide additional support from a range of specialist outside agencies.

Those responsible for governing the school have a clear strategic vision. The vision has its roots in the Christian values which underpin school life. Governors discharge their legal duties well.

They carefully consider equalities and the protected characteristics within the Equality Act 2010. Governors and trustees support and hold leaders to account in equal measure. There is diligent spending of extra funding to support specific groups of pupils, such as SEND and the disadvantaged.

Staff recognise the consideration given by leaders to their well-being. They know leaders have worked relentlessly to successfully reduce their workload.

Safeguarding

The arrangements for safeguarding are effective.

There is a robust culture of safeguarding in school. Staff and governors receive regular training on safeguarding. All safeguarding training is up to date and carefully logged.

Staff are well informed about the latest safeguarding requirements. Staff meetings contain weekly safeguarding updates. This helps staff keep their focus on safeguarding.

Staff are vigilant. They record all identified safeguarding concerns. Leaders in school are quick to follow these up.

Required safeguarding checks take place before staff begin work at the school. The checks are meticulously recorded. Safeguarding leaders collaborate well with other key partners to keep pupils safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders do not have a clear understanding of how well teachers are implementing the curriculum in all subjects. This means that some teachers do not know how they could improve further, so that pupils learn the curriculum even more effectively. Leaders should ensure that all subjects are subject to the same high-quality monitoring, so that staff can be better supported in terms of the implementation of the curriculum, so that pupils learn even more effectively.

• Leaders have not ensured that teachers make accurate checks on pupils' understanding and knowledge. This means that teachers do not always know what pupils know and remember. Leaders should ensure that teachers check pupils learning effectively, so that they can address any gaps in understanding promptly.