Totley All Saints Church of England Voluntary Aided Primary School

What Ofsted said

From the inspection on 24 February 2026

Pupils are welcomed in the caring environment, which helps them to thrive. At this inclusive school, uniqueness is celebrated. Staff have high expectations of pupils’ behaviour and conduct. Pupils are polite and caring towards each other. Relationships between staff and pupils are built on mutual respect. Pupils know that their teachers care about them. This gives them confidence to report any concerns, knowing that they will be resolved quickly. Consequently, pupils are helped to feel safe and well cared for. Incidents of poor behaviour and bullying are incredibly rare. This is because the school’s personal development programme instils in pupils a deep respect for diversity and difference. The school’s values of compassion, forgiveness and selflessness are realised through pupils’ positive attitudes to their learning and to each other. Pupils are enthusiastic and committed learners. Their high rates of attendance reflect their enjoyment of school. Pupils have ambitious aspirations for their future and take pride in the work that they produce. The school identifies pupils with special educational needs and/or disabilities quickly. Pupils receive the right support in a timely manner, which helps to reduce barriers to learning that they may face. Subsequently, pupils achieve very well. This is reflected in pupils' work and in national tests. Throughout the school, pupils experience a wide variety of exciting opportunities to support their talents and interests and to enrich their learning beyond the curriculum. These include residential visits, seeing orchestral performances and competing at major sporting venues. Pupils recognise that they have a voice in school. For example, the pupil council has captured the voice of their peers to inform the extra-curricular offer for clubs, including archery, computer coding and dance. Pupils who are disadvantaged, including those with special educational needs and/or disabilities, are involved fully in school life. Together, these experiences help pupils to become socially responsible and active citizens who are well prepared for life beyond the school.

What the school should improve

• Leaders and those responsible for governance should sustain the effectiveness of their work in all areas. They should seek continued improvement, overcoming barriers and challenges, in order to drive transformational impact for all pupils. This includes for disadvantaged pupils, those who are known (or previously known) to children’s social care and those who may face other barriers to their learning and/or wellbeing. Leaders should particularly focus on increasing further pupils' academic outcomes in writing, at the higher standard, by the end of key stage 2.

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