All Saints’ Catholic Voluntary Aided Primary School

Highlights from Latest Inspection

What is it like to attend this school?

All Saints is a welcoming and friendly haven.

Warm and positive relationships underpin this caring learning community. The school's aim to 'shine brighter together' is lived out each school day. Pupils understand the 'golden rules' and the schools' high expectations for their behaviour.

They strive to live up to these. Pupils enjoy playing and learning together. They are happy at school.

Pupils experience an exceptional range of enrichment activities. They learn how to make a positive contribution to their school and society. For example, they plant flowers and work with the council to address littering in the local area.

Pupils also spend time with ...a walking group to provide company for local residents. They learn about the world beyond their community through trips to Italy and Seville and by playing instruments with the Liverpool Philharmonic Orchestra.

The school has high expectations of pupils' academic achievement.

Children in the early years get off to a flying start. They benefit from a carefully thought-out curriculum that is delivered expertly well. They are exceptionally well prepared for the demands of Year 1.

Recent improvements to the curriculums in key stages 1 and 2 mean that pupils learn more and remember more.

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

The curriculum is aspirational. It has been designed to help pupils to overcome the wider challenges that many face in their everyday life.

Right from the time that children start in the early years, staff place a sharp focus on developing children's vocabulary and communication skills. Children are exceptionally well supported to acquire the knowledge that they need for subsequent learning.

Published data does not reflect the quality of education provided by the school.

In 2024, pupils' attainment at the end of Year 6 was significantly below the national average. The school has identified the reasons for this outcome. It has taken effective steps to address weaknesses in the previous curriculum.

In addition, the school has ensured that the considerable, and increasing, number of pupils at the school who have special educational needs and/or disabilities (SEND) continue to have their needs met.

The school skilfully identifies and addresses the additional needs of pupils. When required, the school has well-matched individual learning plans in place.

Pupils who attend the specially resourced provision for pupils with SEND (specially resourced provision) benefit from well-considered approaches to address their individual learning needs. As a result, pupils with SEND progress well through the curriculum alongside their peers.

Changes to the reading curriculum have ensured that learning to read is prioritised.

In the Nursery class, including in the two-year-old provision, skilled staff capture children's interest in reading by making effective use of a range of songs and rhymes. Children quickly begin to learn how to use phonics to read words in the Reception Year. Staff provide appropriate and timely support to help pupils read with fluency and accuracy.

As a result, pupils become confident readers.

Staff make regular checks on pupils' learning. However, at times, these checks do not identify whether pupils' earlier learning is fully secure.

Sometimes, pupils' misconceptions and gaps in learning go unnoticed. This makes it more difficult for pupils to make sense of new learning. In addition, errors in some pupils' spelling, punctuation and handwriting go unchecked.

Consequently, some pupils continue to repeat these errors.

In the early years, children focus fully on the task at hand. They demonstrate admirable resilience when they find tasks more difficult.

Older pupils concentrate well in lessons.

The school has systems in place to identify and support pupils who do not attend school regularly enough. It works closely with families to support individual barriers to attendance.

However, some of the systems to address low attendance and improve punctuality do not identify or remove these barriers for pupils swiftly enough. Despite some improvements to pupils' rates of attendance, there are still many pupils who miss out on valuable learning.

Pupils demonstrate exceptionally mature attitudes when discussing topics such as relationships and how to keep themselves healthy.

They gain a strong understanding of equalities and of fundamental British values. Pupils respect one another's opinions and beliefs. They have a strong awareness of other faiths and cultures.

There is a strong sense of teamwork at the school. The school supports staff well with their workload and well-being when making changes to provision. It ensures that it works in partnership with pupils and their parents and carers.

Governors provide effective support and challenge. They are committed to supporting the school in providing a high-quality education for all pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, the checks made on pupils' learning do not identify whether pupils are fully secure with prior learning before they move on to new content. This means that gaps in pupils' knowledge are not spotted, and pupils are not supported to build on their prior knowledge as well as they should. The school should ensure that any misconceptions and gaps in learning are quickly addressed before new learning is introduced.

The school does not routinely identify or address the spelling, punctuation, and handwriting errors that pupils make when they write independently. This means that some pupils continue to make the same errors over time. The school should ensure that staff identify and address these errors so that pupils are supported to develop their writing accuracy and expertise across the curriculum.

• Many pupils do not attend school regularly enough or arrive late for the start of the school day. These pupils miss out on important learning. The school should ensure that it strengthens its strategies to reduce absences and increase punctuality so that pupils do not miss vital learning opportunities.

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