All Saints’ CofE Junior School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Leaders have successfully addressed the areas for improvement identified in the previous inspection report. As a result, the school is now good.

The executive headteacher and associate headteacher have established a clear vision for the school. The staff share this vision. Leaders, including governors, have high expectations for the pupils in all areas of school life, including in the wider curriculum.

As a result of intensive professional development, teaching, learning and assessment are good. Consequently, all groups of pupils make strong progress in reading, writing and mathematics. The governing body supports and challenges school le...aders effectively.

Governors share leaders' high aspirations for pupils and are committed to securing further improvements. Disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities make good progress. Leaders check all pupils' progress closely and act quickly to address any gaps in pupils' learning.

Work to promote pupils' spiritual, moral, social and cultural development is very strong. The curriculum is taught well. Pupils have a good understanding of British values and these are reflected in the very positive behaviour displayed by pupils.

Pupils' attitudes to learning are exceptional. Pupils have a strong desire to learn and show great resilience when challenged. Pupils are confident and show a high level of respect towards one another and all adults.

There is a strong culture of safeguarding across the whole school. Everyone is vigilant about any potential risk to pupils. Pupils say that they feel very safe.

Pupils want to attend school. Attendance is above the national average, and persistent absence is below the national average. The teaching of mathematics has improved markedly across the school and pupils achieve well in this subject.

However, pupils do not have enough opportunities to attain further by applying their mathematical skills to real-life contexts and the wider environment. Pupils carry out many activities which involve reasoning. However, they do not have enough opportunities to explain their reasoning more accurately.

Leaders of English and mathematics know the strengths and weaknesses of their subjects well. However, leaders of other subjects do not have enough time to lead and manage their subjects. They do not have a strong understanding of the strengths and weaknesses in their subject areas.

Information about this school

This is a smaller-than-average-sized junior school. The school is federated with the local infant school; the schools share an executive headteacher and governing body. The large majority of pupils are of White British heritage.

The proportion of pupils that are from minority ethnic groups and do not speak English as a first language is below average. The proportion of pupils who are supported for SEN and/or disabilities or who have education, health and care plans or statements of special educational needs is above average. The proportion of pupils supported by the pupil premium is average.

This is additional funding for pupils known to be eligible for free school meals and those that are looked after by the local authority. The proportion of pupils who join and leave the school other than at the usual times is lower than the national average. The school meets the current government floor standards, which are the minimum expectations for pupils' attainment and progress in reading, writing and mathematics by the end of Year 6.