All Saints CofE VA Primary School

What Ofsted said

From the inspection on 23 June 2026

Pupils are happy at school and attend regularly. They enjoy the opportunities school brings, such as performing in brass or steel bands, learning cycling proficiency, visiting the pantomime or taking part in sporting events. Pupils also develop talents and interests through attending different clubs. Older pupils contribute to running the range of clubs, helping them to develop personal responsibility. The school is welcoming and caring. When pupils have needs or barriers to their learning or wellbeing, the school identifies these quickly. Pupils receive some effective support to help overcome their barriers. Sometimes however, the support pupils with special educational needs and/or disabilities receive is not as effective in enabling these pupils to be successful in all aspects of school life. Pupils work hard and behave appropriately for most of the time. They know the school wants them to show its Christian values of love, respect and courage in their behaviour. Some pupils understand respect as treating others the way they would like to be treated, which many pupils do. Sometimes, pupils’ behaviour is less positive because they are uncertain of what staff expect of them. The support and guidance they receive is inconsistent. Pupils feel safe because they mostly get on well and bullying does not happen often. Pupils feel the school deals with bullying effectively. Pupils enjoy learning overall and many progress steadily through the well-considered curriculum. However, some pupils, including disadvantaged pupils, do not build securely the essential foundations in writing and mathematics which enable them to learn well. When pupils have gaps in this knowledge, teaching does not close them quickly enough. Leaders know what is not working well and are making improvements in the right areas. However, some improvements are in their infancy. Therefore, some pupils’ experience of school does not prepare them well for their future learning or stages.

What the school should improve

• Leaders and governors should strengthen their oversight, analysis and evaluation of the school’s work to accelerate and embed improvements, so they have a sustained, positive impact on pupils’ achievement and wellbeing.
• Including in the early years, leaders should address the inconsistences in the quality of teaching, ensuring that pupils, including disadvantaged pupils, secure essential foundational knowledge, particularly in writing and mathematics. They should ensure that teachers identify and address misconceptions and gaps in foundational knowledge consistently.
• Leaders should ensure that staff consider pupils’ needs and support plans fully to make consistently effective adaptations that enable pupils with special educational needs and/or disabilities to be successful in all aspects of school life.
• Leaders should ensure that staff follow consistent approaches and routines to support pupils, including when they have barriers, to meet the high expectations for their behaviour.
• Leaders and governors should strengthen engagement with all stakeholders to support pupils’ achievement and sense of belonging.

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