All Saints CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils develop a strong sense of collaboration and community at this school. The school's values, including kindness and justice, are reflected in the way that pupils treat one another. This helps pupils to feel happy in school.

In many areas, pupils benefit from the impact of the school's actions to improve the school. For example, pupils behave well in lessons and around the building. However, improvements to the quality of education are not fully embedded.

Although the school has high expectations of pupils' achievement, these were not reflected in the published outcomes at the end of Year 6 in 2024. This means that some pupils left the school without the secure ac...ademic knowledge and skills that they needed to be ready for the next stage of their education.

The school organises clubs that pupils enjoy attending.

These include multi-sports, performing arts and photography club. The school provides many opportunities for pupils to take up leadership roles, for example as elected members of the school council. Eco-warriors led a successful petition for a zebra crossing outside the school.

They also designed a peace garden in the playground, where pupils have space to relax and reflect.

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

The school has responded quickly and sensitively to recent changes in the community that it serves. It has expanded the early reading programme to include pupils in all year groups and at all stages of learning to speak English as an additional language.

This helps to ensure that pupils develop their knowledge of spoken and written English, and helps them to build their curriculum knowledge. Leaders have maintained high expectations of pupils' behaviour and attitudes. They encourage pupils' strong personal development, their physical and mental health and their well-being successfully.

The school ensures that pupils have access to a broad curriculum. It has identified the knowledge and skills that pupils will learn across subjects, including in the early years.In Nursery and Reception classes, teaching supports children skilfully to learn the intended curriculum.

Sometimes, teaching does not ensure as securely that pupils build their knowledge from their starting points. For example, at times new knowledge is not explained to pupils as clearly as it could be. On other occasions, checks on pupils' understanding and recall are not used routinely to identify and address gaps in pupils' knowledge.

As a result, pupils' knowledge of the curriculum is not as secure as it should be.

The school prioritises reading. It typically assesses pupils' reading knowledge accurately and makes sure that pupils practise the phonics that they have learned.

Pupils at the early stages of learning to read receive extra support. However, the quality and quantity of some support are variable, which hinders some pupils from developing reading fluency and confidence.

Leaders identify the needs of pupils with special educational needs and/or disabilities (SEND) quickly.

The school ensures that it meets the needs of pupils with SEND and that pupils with SEND work towards the same academic goals as their peers.

Pupils get on well together and settle quickly in lessons. They are polite and respectful.

In the early years, children are taught to take turns and to be kind and respectful towards each other. During lunchtime, children in Reception line up neatly, sit down promptly and eat sensibly.

The school prioritises improving pupils' attendance rates.

Through building strong relationships with families, the school encourages regular attendance, understands reasons for absence and provides support to overcome barriers to coming to school. As a result of this work, absence and persistent absence rates have reduced significantly in the last year.

The governing body understands the context of the school and challenges the school's leaders appropriately where necessary.

Leaders at all levels have an accurate understanding of the school's strengths and areas for development. They have set the correct priorities and are taking appropriate actions to improve. In some areas, this work has been particularly successful.

For example, the school's work to ensure that pupils are prepared well for life in modern Britain is a strength. However, work to improve the quality of education is ongoing. Leaders know what remains to be done.

Staff are very supportive of the school and said that leaders take their well-being into account.

Pupils attend school trips, which bring the school curriculum to life. Visiting speakers introduce pupils to the world of work.

Through raising money for charity, the school encourages pupils to be caring and empathetic towards others.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some areas across key stage 1 and key stage 2, curriculum delivery is variable.

For example, at times information is not taught as clearly as it should be, and at other times, teaching does not check that pupils know and understand what they have been taught. This leads to gaps in pupils' knowledge, which are sometimes not identified and addressed. The school should make sure that teaching is clear, that pupils' knowledge and understanding are regularly checked and that any gaps are addressed quickly.

• Extra support for pupils who are behind their peers in reading is variable in quality. Pupils at the early stages of learning to read are not helped to develop reading fluency and confidence as rapidly as they should. The school should ensure that support enables those at the early stages of learning to read gain the knowledge and skills they need quickly.