All Saints Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are friendly, well-mannered and respectful. They are proud to be members of the school.

Pupils are positive about their learning and enjoy coming to school. They say that their school shows kindness to everyone. Staff want children to flourish.

This helps pupils to feel safe. One parent and carer, who reflects the views of many, commented that this is 'a friendly school who puts their children first'.

The school sets high expectations for pupils in both their behaviour and their academic achievements.

These expectations are starting to be realised in published outcomes at the end of key stage 2. Pupils confidently follow the rules of the schoo...l, known as 'all adults expect'. Staff are resolute in supporting pupils to meet these high expectations.

Pupils say they can speak to an adult about anything if they need to.

Pupils benefit from a range of rich and varied opportunities such as curriculum trips and after-school clubs. All pupils experience a high-quality theatre visit every year.

A recent favourite, 'The Elves and the Shoemaker', was enjoyed by children earlier this year in the village hall.

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

The school has designed an ambitious curriculum that supports pupils to build on knowledge and skills learned every year. This starts in the early years foundation stage where children develop an understanding of the past by learning about events like 'The Great Fire of London'.

The curriculum is logically designed. In mathematics, pupils are given the opportunity to problem-solve on a regular basis. This repeated practice supports their understanding of mathematical concepts.

Across the curriculum, pupils are taught key vocabulary to support their learning. Teaching allows pupils to build successfully on their prior knowledge. Lessons start with questions that promote curiosity.

In many subjects, pupils remember what they have learned over time. For example, they recall how erosion effects the coastline and how 'Smallridge' was affected by the First World War. However, in a minority of subjects, some pupils do not retain what they have learned in their long-term memory.

As a result, they do not build their knowledge in these areas as effectively as they could.

The school prioritises reading and the teaching of phonics, which starts in the Reception class. Staff are well trained and deliver the chosen phonics programme effectively.

Ongoing coaching supports staff further. Pupils who require additional practice with phonics receive this in a timely manner. Therefore, they are supported to become more confident readers.

Pupils across the school love reading and have regular opportunities to visit their school library and choose a book. The school librarians are on hand to recommend books and authors.

The school carefully identifies those pupils who have special educational needs and/or disabilities (SEND) early.

It ensures that appropriate plans are in place to support these pupils with their learning. In some circumstances the additional materials provided for pupils with SEND, help them to access their learning. However, for some pupils the work is not adapted precisely enough for them to be able to complete the task.

Consequently, these pupils do not progress as successfully through the curriculum as they could.

Pupils attend school regularly, and the school takes attendance seriously. They prioritise relationships with parents and carers to foster good punctuality.

This approach is working and evident in the high levels of attendance across the school.

Pupils behave well. They are considerate towards each other.

Pupils understand and follow the new behaviour policy, which is simple and clear. This starts in the early years, where pupils form strong relationships with their peers and staff. They understand right from wrong and learn how to build friendships through play.

During choosing time, one child was seen directing others to build a road. Children use their language to communicate thoughtfully with one another.

Pupils enjoy a range of exciting opportunities outside of the classroom.

Visits to museums and cathedrals support pupils' broader experiences. Pupils were excited to describe their recent science trip where they recalled 'exploding jellybeans'. They also enjoy experiences such as rock climbing and singing in the school choir.

Pupils proudly take on additional responsibilities. Members of the school parliament recalled being elected to the role and told inspectors that they felt they could change the school and make it a better place. Other children revel being play leaders during lunchtime.

They enjoy providing younger children with purposeful games.

Governors are passionate and committed to the role. Alongside trust leaders, they understand the journey the school has been on in recent times.

They offer support and challenge to ensure that the school builds on its journey of continued improvement. Staff appreciate the support that the school offers them. They feel valued and respected, which supports their well-being.

Parents are supportive of the new leadership team. They speak highly of the changes that are positively impacting the pupils in the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasion, work is not adapted precisely enough for some pupils, including pupils with SEND. This means that these pupils do not achieve as much as they could. The school should ensure that appropriate adaptations are made to pupils' work to support them knowing more and remembering more across the curriculum.

In some subjects of the curriculum, pupils do not remember their learning over time as well as in other areas. As a result, some pupils cannot build on what they know or deepen their understanding as securely as they could. The school should ensure that staff use pedagogical choices effectively so that pupils develop a depth of knowledge and can recall learning across the curriculum.

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