All Saints Upton Church of England Voluntary Controlled Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy being a part of All Saints Upton and they are proud of their school. They know that they are expected to work hard and to succeed. Pupils take pride in their learning.

This is reflected in the work that they produce and how keen they are to talk about what they have learned.

Pupils, including pupils with special educational needs and/or disabilities (SEND), achieve well in most subjects. They are well prepared for the next stages of their education.

Pupils understand and follow the school rules well. Pupils are polite, well-mannered and thoughtful towards each other and staff. The school is built on a strong culture of respect.

Pupils, i...ncluding children in the early years, are happy and they feel safe. They know that staff are there to help them if they have any worries or concerns.

Pupils are keen to take part in the vast array of clubs on offer.

For example, they enjoy attending judo, multi-sports and cooking club. The school tailors its clubs to suit the needs and interests of pupils with SEND. This helps to develop pupils' wider talents and interests beyond the academic curriculum.

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

In most subjects the school has designed a curriculum that is well ordered and takes account of pupils' needs. From the early years, the school has thoughtfully considered the essential knowledge that children need for future learning.

Across key stages 1 and 2, the school has ensured that pupils continue to experience a carefully designed curriculum that is delivered in a logical order.

However, in a small number of subjects, the school is in the process of finalising the essential knowledge that pupils need to build on their previous learning. This means that, sometimes, staff are unclear about the essential knowledge that pupils should learn.

In the main, teachers skilfully check on what pupils know and remember.

For example, teachers make sure that pupils revisit and recap previous learning. Pupils, including pupils with SEND, successfully develop their knowledge over time in most subjects.

The school ensures that staff are suitably equipped to identify pupils' additional needs accurately and quickly.

Staff receive appropriate training so that they know how to support pupils with SEND well. The school ensures that staff adapt the delivery of the curriculum so that pupils with SEND can learn successfully alongside their peers.

The school has prioritised the teaching of phonics.

Children learn about letters and the sounds that they represent as soon as they begin in the Reception Year. Staff deliver the phonics programme with considerable expertise. Pupils practise their reading using books that match the sounds that they know.

This enables them to develop their reading knowledge and become more fluent readers. Staff routinely check that pupils are keeping up with the phonics programme. If pupils struggle with reading, skilled staff provide effective support to help them to catch up quickly.

The school has recently introduced new initiatives to inspire pupils to read for pleasure more regularly. For examples, pupils can access high-quality books written by a wider range of authors. However, despite this, some pupils do not build successfully on the positive start that they make with learning to read as they move through the school.

This means that, on occasion, pupils do not gain the necessary skills of reading they need to be able to access the wider curriculum.

The school provides high-quality pastoral support for its pupils, including for the most vulnerable. Pupils learn how to keep themselves healthy, both physically and mentally.

For example, they know how to stay safe online and understand that they leave a digital footprint.

Pupils are tolerant and respectful of difference. They have a thorough understanding of diversity and they readily learn about different cultures and faiths.

The school encourages pupils to be responsible and respectful citizens who care about others. For instance, pupils enjoy raising money for local charities and singing to residents at the local nursing home.

Leaders at all levels, including governors, have significantly improved the quality of education for pupils.

In doing this, they have paid careful attention to the well-being of staff in their decision-making.

The school works closely with parents and carers to ensure that they are fully equipped to best support their children with their learning.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A small number of pupils do not build on the positive start they make with reading. This means that their knowledge of authors and books is limited. The school should promote a culture of reading to develop pupils' interest and enjoyment in literature and reading.

• In a small number of subjects, the school is in the process of embedding the detail about what pupils need to know and when this should be taught. This means that, sometimes, staff are unclear about the essential knowledge that pupils should learn over the course of a unit of work. The school should ensure that, in these remaining subjects, the knowledge that pupils should learn is identified clearly so that staff are clear about the most important knowledge that pupils need for subsequent learning.

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