All Saints Church of England Primary School

What Ofsted said

From the inspection on 8 May 2024

Most pupils enjoy attending the school. Many said that they 'love it here'. They speak of the care and kindness of the staff who look after them. There are strong relationships between staff and pupils. Staff know the pupils well. They understand the various barriers and challenges pupils face when they are learning. This leads to a strong, child-centred environment where pupils feel safe. The school's values and ethos are tightly aligned to the behaviour policy. Pupils said that the school's simple rules help them to 'love to learn and learn to love, respectfully and inclusively'. Several pupils talked about how the values of courage, service and truth were important for them to be successful. Staff have high expectations of all pupils. Any incidents of low-level disruption in lessons are well managed. The school has made improvements to playtimes. Pupils now engage in purposeful and positive activities. This ensures that they feel safe in the playground. Pupils said that they trust that teachers will quickly resolve any bullying or friendship concerns. Changes made to the curriculum are not having the impact the school desires. Aspects of the curriculum, including phonics, are not yet consistently implemented. Some subjects require further development to identify exactly what pupils should learn. Some pupils do not learn as well as they should.

What the school should improve

• Reading is not always given the priority it requires to ensure that pupils become confident readers. Inconsistencies in the delivery of the phonics programme have not been addressed. Assessment in phonics lessons does not always detail where some pupils are still struggling. As a result, staff do not always address gaps in pupils' phonics knowledge. Pupils are not becoming accurate and fluent readers as soon as they should. This hinders their ability to access the school's curriculum. The school needs to ensure consistency and accuracy in the implementation of the phonics programme and the assessment of pupils' phonological knowledge, so they become confident readers as soon as possible.
• In some subjects, it is not clear what the important knowledge and skills are that pupils are expected to know and remember. In some subjects where this knowledge is more clearly identified, the implementation of the curriculum does not always lead to pupils knowing and remembering this key knowledge. Pupils are not fully equipped to get better at the subjects they are studying. The school should ensure that the curriculum clearly defines the knowledge and skills pupils need to know and remember. The school should also check that all staff implement the curriculum well, so pupils know and remember more about the subjects they study.
• The assessment of what pupils know does not always shape what teachers do next. Knowledge gaps are not always addressed before pupils are moved on to new learning. These gaps persist for some pupils and hinder their progress through the curriculum. The school should ensure that all teachers use information from assessment activity to inform teaching that addresses any pupils' knowledge gaps so they are not allowed to persist.
• The school has not planned a coherent, high-quality personal development curriculum. The different activities pupils experience do not build towards clearly defined endpoints. As a result, some aspects of pupils' personal development education are weaker and do not prepare them as well as they might for their next steps, and life in modern Britain. The school should ensure that all aspects of the personal development curriculum contribute towards developing pupils to become the fully rounded citizens the school desires.

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