All Faiths Children's Academy

What Ofsted said

From the inspection on 24 June 2025

Pupils show pride in belonging to their school. They actively uphold values such as kindness. Pupils take responsibility for creating a welcoming environment where everyone feels accepted. They are proud of their 'buddy bench' where they can go to make new friends. Staff establish clear routines that help pupils feel safe. Pupils trust staff to support them when needed. Parents and carers report that the school helps their children become confident and resilient while fostering a love of learning. The school has high expectations for what pupils will learn and achieve. However, some pupils do not receive the precise help they need to achieve their full potential in lessons. Pupils enjoy learning as teachers make lessons engaging and fun. All pupils learn a broad curriculum, including British Sign Language. This enables pupils, including deaf pupils, to play and interact with each other during social times and lessons. Celebrations such as 'Earth Day' help pupils to appreciate nature and take care of their mental health. Workshops with the local police service help pupils understand the important role they play in the community. A vast array of trips enriches pupils' education and extends their cultural awareness.

What the school should improve

• ◼ In some lessons, the staff do not provide pupils with the precise support they need to address gaps in their phonics knowledge. Some pupils do not learn to read and spell as rapidly or accurately as they should. The school should ensure that all staff have the expertise to identify and address these gaps quickly so that pupils read and spell with fluency and confidence across the curriculum. ◼ Checks on pupils' understanding of the curriculum content are not consistently precise. This limits the school's ability to accurately identify what pupils know so that it can build on their knowledge securely. The school should develop its assessment practices so that it can better identify what pupils know and what they need to do next, before moving them on too quickly. ◼ In some lessons, the school does not use information about pupils' SEND needs or starting points to adapt teaching effectively. Consequently, learning for these pupils is not consistently designed to enable them to achieve their full potential. The school must ensure teachers have the expertise they need to adapt learning based on pupils' different starting points and needs so that all pupils learn well and are prepared for the next stage of their education.

Read the full Ofsted report (opens in a new tab)