Clayton-le-Moors All Saints’ Church of England Primary School

Highlights from Latest Inspection

Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school's work may have improved significantly across all areas since the previous inspection.

The school's next inspection will be a graded inspection.

The headteacher of this school is Nicola Saporita-Clark. This school is part of the Clayton-le-Moors All Saints' Church of England Academy Trust, which means other people in the trust also have responsibility for running the school.

The trust is a single academy trust overseen by a board of trustees, chaired by Linda Turner.

What is it like to attend this school?

This is a happy, caring school where pupils are proud to be part of the Al...l Saints' family. 'Let your light shine!' is the invitation given to pupils.

The school ensures that pupils have every opportunity to shine in many ways. For example, they demonstrate the school's values, which include love, respect, friendship and perseverance. Pupils work exceptionally hard to achieve their academic potential.

The school has constructed a very ambitious curriculum. It has provided extensive training so that highly skilled staff deepen pupils' knowledge and understanding over time through providing high-quality learning activities. As a result, pupils, including those with special educational needs and/or disabilities (SEND), achieve very well.

Pupils' outcomes in national tests reflect how well they achieve.

The school's focus on pupils' broader personal development prepares them exceptionally well for their next stages in education and their future lives. Preparing pupils to become active and respectful citizens of the future is a high priority at this school.

Staff have very high expectations of pupils' behaviour. Routines are set from Reception, where children learn to work together and to consider each other's feelings. Pupils are very respectful of one another and of adults, and they behave extremely well in the school's calm and orderly environment.

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

There is a culture of aspiration at All Saints', which is based on the very highest expectations for pupils. Staff at all levels share a commitment to helping pupils achieve as well as they can. Leaders have developed a rich and ambitious curriculum.

Knowledge has been clearly identified so that all staff know precisely what pupils should learn and when they should learn it. Beginning in the early years, subject curriculums are sequenced precisely so that pupils build and deepen their knowledge securely over time. Pupils are immersed in a language-rich environment where subject-specific vocabulary is taught exceptionally well.

Pupils relish learning these special words and use them effectively in their discussions and in their written work.

Teachers demonstrate a thorough understanding of the school's curriculum, and they develop their expertise through bespoke training provided by the school. They match learning activities precisely to the knowledge being taught.

This helps pupils to gain knowledge confidently. Staff routinely help pupils to recall what they have learned previously and make links to new knowledge being taught. Staff constantly check pupils' learning and address any misconceptions promptly.

This means that pupils are ready to move on to new learning on strong foundations.

Pupils develop a love of reading right from the start. Highly skilled staff and rigorous checks help pupils to become confident and fluent readers.

Pupils requiring extra support with reading receive this promptly, and this enables them to catch up quickly. Pupils relish reading and talk enthusiastically about books and authors they particularly enjoy.

The youngest children get off to a flying start in the early years.

Routines are highly effective in supporting children's social skills. This means they cooperate well with one another and respond positively to the adults around them.

Pupils understand the school's values, which are interwoven throughout school life and the curriculum.

Pupils are polite and kind to one another. They are highly motivated in lessons. Pupils say that discrimination does not happen in their school.

This positive ethos, alongside high staff expectations, leads to exceptional behaviour.

There is a clear system in place to identify pupils with SEND. Staff receive high-quality training to meet the needs of any pupils requiring additional support.

The school carefully tracks the progress of pupils with SEND and ensures that they are enabled to access the same curriculum as their peers. As a result, pupils with SEND achieve exceptionally well.

Pupils' social and emotional well-being are high priorities.

There are extensive opportunities to enhance pupils' character. For example, pupils take on a range of leadership responsibilities. These enable them to support and represent their peers in roles such as well-being warriors, curriculum champions and pupil ministers.

Pupils contribute positively to society. This is achieved through their links to the local church, visiting local care homes and taking part in events, including competitions, with other schools. An extensive programme of activities provides rich and exciting opportunities for pupils.

Examples are visits to outdoor adventure centres, museums, places of worship, and immersive experiences, such as a Stone Age workshop.

Leadership at all levels is highly effective. Governors rigorously hold the school to account for the education it provides for all pupils.

The school ensures that no pupil or member of staff is left behind. Staff enjoy working at the school and appreciate the steps it takes to support their professional development, workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in November 2019.