All Saints CofE VA Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The values tree, located in the chapel, reminds pupils to always demonstrate the 12 school values, which include respect, compassion and humility. Pupils and staff celebrate those who demonstrate these values by awarding them 'Values in Practice (VIP) Awards'.

The school community has an inclusive and caring ethos.

Leaders have ensured that there is a sharp focus on pastoral care for pupils. Pupils can access the 'Rainbow Room' and speak to a trusted adult if they have a problem. They can also access the 'Soothe Booth' if they are upset or angry.

Pupils feel safe and happy at this school.

Pupils have a clear understanding of what bullying is. They ar...e quick to point out that any form of bullying will not be tolerated.

They told inspectors that if bullying is reported it is always dealt with well.

Teachers have high expectations of pupils' behaviour. As a result, classrooms are mainly calm and orderly environments in which pupils can learn.

Pupils enjoy attending this school. They speak positively about their experience in lessons. For example, one pupil told inspectors: 'I love 3D shapes and times tables.

Teachers challenge me a lot and I like that.' Other pupils described their love for French.

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

Leaders have ensured that the curriculum has breadth and depth.

Subject leaders are effective in overseeing each of the subjects that make up the curriculum. They have broken down the most important topics and concepts into the key knowledge pupils need to know. This ensures that teachers can teach the curriculum in a logical order.

This builds pupils' knowledge over time.

Teachers receive subject-specific training. They have good subject knowledge for many of the subjects they teach.

In lessons, teachers present subject matter clearly. They choose resources and tasks carefully, to match the planned learning. In some of the foundation subjects, teachers do not use assessment well enough.

Some teachers do not check that pupils remember important knowledge. Some pupils have gaps in their knowledge that teachers do not always address.

Leaders prioritise reading.

In Reception, staff are quick to start teaching children about the sounds that letters make. Leaders are ambitious. They aim for children to know 42 letter sounds within the first term of the Reception Year.

Teachers have been trained to be early reading experts. They are quick to spot pupils who fall behind. Teachers intervene straight away so that these pupils keep up with their peers.

Pupils read every day. The books that teachers choose for younger pupils to read do not always precisely match pupils' phonics knowledge. Sometimes, pupils struggle to read these books.

Pupils develop a love for reading and enjoy story time. They listen with enthusiasm and awe as teachers read books such as 'The Iron Man'.

The curriculum pupils study during their time at the school starts in the early years.

Teachers consider what children already know and what their interests are. They adapt plans to include important life events of the children they teach. Children can easily access what they need to develop and learn.

Staff are well deployed to enhance the children's learning experiences. They encourage children to take risks. In the outdoor area, for example, an adult supported children to climb to the top of the climbing frame.

Leaders are very quick to identify pupils' additional needs. They are determined to treat pupils as individuals and to cater for their needs. Adults support pupils with special educational needs and/or disabilities (SEND) well so that they can access the same curriculum as their peers.

Pupils benefit from wider development opportunities. They write and deliver speeches to be voted into positions of responsibility such as junior leader and eco councillor. Pupils take part in community litter picking and lead events such as the non-school uniform day to raise money for charity.

The curriculum teaches pupils about healthy living and the importance of exercise. Pupils benefit from age-appropriate relationships education. They learn the importance of being kind to themselves and others.

The pupils describe the key message around looking after others as: 'Too much selfie isn't healthy.'

Pupils' behaviour is good. Their attitudes towards learning and their motivation are positive.

When pupils do misbehave, staff follow the 'Good to be Green' behaviour policy consistently. Many pupils respond to the first warning. They understand that the accumulation of yellow, amber or red cards will lead to consequences.

Governors have a secure understanding of the school's strengths and the areas in which it needs to improve. They understand and fulfil their statutory responsibilities. Staff are proud to work at this school.

Leaders support them well.

Safeguarding

The arrangements for safeguarding are effective.

Leaders provide regular safeguarding training for staff.

Staff fully understand how to record and report concerns about pupils. They report the smallest of changes in appearance or behaviour as they know it could be a sign that a child needs help. Teachers and leaders keep an even closer eye on the most vulnerable pupils by undertaking a daily well-being check.

The curriculum includes opportunities for pupils to learn how to stay safe. Pupils understand how to keep themselves safe. Pupils told inspectors there is always an adult to speak to if they have a concern.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have introduced a new phonics programme. Some books are not sufficiently well matched to the sounds pupils know. This means that some early readers do not read fluently as quickly as they could.

Leaders must ensure that the new phonics programme and the accurate matching of books to pupils' phonic knowledge enable pupils to become fluent and confident readers. ? The curriculum for some of the foundation subjects has recently been redeveloped. Some teachers do not check that pupils have remembered the most important knowledge when they assess pupils in these subjects.

As a result, they do not consistently identify gaps in pupils' knowledge. When such gaps are evident, some teachers do not address them effectively. Leaders must ensure that all teachers can use assessment consistently well across all foundation subjects.

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