Runcorn All Saints CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at this school feel safe, loved and valued. They are proud of their diverse, vibrant school and are happy. Pupils, including those with special educational needs and/or disabilities (SEND), appreciate the strong relationships that they form with staff.

The school has high expectations of what pupils can and should achieve. Pupils are attentive in lessons and work hard. Pupils spoke confidently to inspectors about what they had been learning.

Their books display high-quality work.

When they join the school, many pupils are at the early stages of learning to speak English as an additional language. These pupils receive effective support to develop their ...vocabulary and spoken English successfully.

Pupils, including children in the early years, are friendly and polite. There is a warm, purposeful atmosphere in school and disruption to pupils' learning is rare.

Pupils benefit from a wide range of carefully designed experiences that go beyond the academic curriculum.

For example, they spoke enthusiastically about their trips to the zoo and to the beach. They enjoy caring for the school chickens and the dog, Dexter. They can also attend clubs such as musical theatre, debating and football.

These experiences help to develop pupils' talents and interests well.

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

The school has established a broad, balanced and ambitious curriculum for pupils, including those with SEND. Careful thought has been given as to which key knowledge and skills should be taught and when this will happen.

This includes for subjects taught in the mixed-aged classes.

The school has supported teachers well so that they have the expertise to deliver the curriculum effectively. Teachers design learning which helps pupils to develop a secure understanding of knowledge.

Teachers' explanations are logical and clear. Teachers are overwhelmingly positive about the support that they receive to manage their workload and to protect their well-being.

The school's published data for 2023 shows that the proportion of pupils who met the expected standards in reading and mathematics at the end of Year 2 and Year 6 was below the national average.

A high proportion of pupils in these year groups joined the school at various stages throughout key stages 1 and 2. In addition, the school has experienced several changes in staffing. As a result, pupils were unable to benefit fully from the school's well-designed curriculum.

Currently, most pupils achieve well across a range of subjects.

In some subjects, the school is still refining its assessment strategies. On occasion, staff do not check that pupils learn the curriculum accurately.

Consequently, some pupils develop gaps in their learning, which are not identified and addressed as quickly and as effectively as they should be.

The school promotes a love of reading. Pupils practise reading using books that closely match the sounds that they have learned.

Pupils who need extra help to keep up with the school's phonics programme are quickly identified and get the support that they need to catch up. However, a minority of pupils who find it more difficult to learn to read are not guaranteed the regular opportunities that they need to practise their phonics. This hinders them from becoming fluent readers.

The school identifies the additional needs of pupils with SEND quickly and accurately. Staff skilfully adapt activities so that these pupils access the same ambitious curriculum as their peers. Pupils with SEND, and those who are disadvantaged, are fully involved in all aspects of school life.

The school places high importance on pupils' attendance. Staff get to know pupils and their families well. This helps to keep attendance rates high.

The school provides appropriate support when pupils' rates of absence need to improve.The school teaches pupils how to keep themselves safe in the community. For example, it prioritises water safety due to the school's proximity to open water.

Pupils learn how to keep themselves safe online and how to stay physically and mentally well. Pupils treat others with respect and actively celebrate the diverse range of languages, and backgrounds that they come from. Pupils are proud to fulfil their roles, for example as reading ambassadors or in the ethos group.

They have high aspirations for their own future careers.

Since the previous inspection, governors have strengthened their practice and become an integral part of school life. They are knowledgeable about the barriers that the school faces and give careful thought to how they can support the school to continually improve standards.

Governors hold the school to account for the quality of education that pupils receive.

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 subjects, the school is still developing its assessment strategies.

Staff do not check thoroughly that pupils learn the curriculum accurately and are on track to meet national expectations. Consequently, some pupils develop gaps in their learning which are not identified and addressed as quickly and effectively as they should be. The school should ensure that assessment strategies are closely aligned to the curriculum so that teachers address gaps and help pupils remain on track.

• The school does not provide sufficient opportunities for a small number of pupils who find it more difficult to read and practise their phonics knowledge. On occasion, some of these pupils do not develop fluency in reading as quickly as they could. The school should provide regular opportunities for these pupils to practise their phonics knowledge so that they can become fluent and confident readers.

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