All Hallows' CofE (VA) Primary School

What Ofsted said

From the inspection on 27 January 2026

Leaders and governors have had an over-generous view of the school for some time. They have not focused on the most important priorities to tackle weaknesses in pupils’ education. Pupils’ experiences in lessons do not help them to learn effectively. Teachers’ expectations of pupils are often too low. Support for disadvantaged pupils and for pupils with special educational needs and/or disabilities (SEND) is ineffective. Pupils, particularly those who are disadvantaged and those with SEND, do not achieve as well as they should. After a period without a substantive headteacher, new leadership has been welcomed by pupils and the school community. Leaders have quickly and accurately identified what the school needs to do to improve, but there has not been sufficient time to act on the findings. Despite these weaknesses, All Hallows' is a welcoming school where pupils, staff, and parents and carers quickly feel like they belong. Pupils feel safe because they know they have trusted adults they can turn to. Pupils attend school often and arrive on time. From the Reception Year, children benefit from warm and nurturing relationships with adults. They begin to make friends and play and work together. They develop a sense of belonging that lasts throughout their school life. Pastoral staff listen carefully to pupils and provide suitable support for pupils and families. Pupils behave well and look after each other. Playtimes are friendly and harmonious. Relationships between staff and pupils are respectful. Pupils are confident that if bullying were to happen, it would be dealt with quickly. Pupils are taught how to stay safe and healthy. They have a good understanding of healthy relationships. However, pupils’ understanding of characteristics protected in law, British values and cultural diversity is typically weak. This means that pupils are not prepared well for life in modern Britain.

What the school should improve

• Leaders must quickly and accurately identify the challenges that disadvantaged pupils face and devise a suitable strategy that addresses these pupils’ needs and significantly improves their outcomes.
• Leaders must ensure that the curriculum in each subject is planned sequentially so that pupils can make connections with prior learning and build an increasing depth of knowledge.
• Leaders must ensure that staff have the knowledge and expertise to adapt learning to meet the needs of all pupils, especially pupils with special educational needs and or disabilities.
• Leaders must ensure that staff identify accurately and resolve swiftly gaps in pupils’ knowledge so that pupils make the progress that they should through the curriculum.
• Leaders should ensure that pupils develop a clear understanding about equality and diversity, including their knowledge of fundamental British values, the protected characteristics and different faiths and cultures.
• Leaders should ensure that the early years curriculum is delivered effectively and that staff consolidate children’s learning through high-quality interactions and stimulating activities.
• Those responsible for governance must build their knowledge and expertise so that they are well informed about all aspects of the provision, fulfil their statutory duties and hold leaders effectively to account.

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