All Saints Academy

Name All Saints Academy
Ofsted Inspection Rating Requires improvement
Inspection Date 11 October 2017
Address Wretton Road, Stoke Ferry, King’s Lynn, Norfolk, PE33 9QJ
Phone Number 01366501050
Type Academy
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 103 (58% boys 42% girls)
Number of Pupils per Teacher 25.8
Academy Sponsor The Diocese Of Ely Multi-Academy Trust
Local Authority Norfolk
Percentage Free School Meals 12.6%
Percentage English is Not First Language 4.9%
Persisitent Absence 9.7%
Pupils with SEN Support 22.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school does not meet requirements on the publication of information on its website about the pupil premium review for 2016/17, and pupil premium information for this academic year. The school does not comply with Department for Education guidance on what academies should publish about clear links to policies such as the charging and remissions policy which are found on the trust website. This school is much smaller than the average-sized primary school. The proportion of pupils who are eligible for free school meals is below the national average. Most pupils speak English as their first language, and 10% are from minority ethnic groups. The proportion of pupils who have SEN and/or disabilities is below that found nationally, while the proportion who have an education, health and care plan is above that found nationally. The school converted to an academy as part of the Diocese of Ely Multi-Academy Trust in October 2014. The school shares a headteacher and other senior leaders with its partner school, St Martin of Shouldham.

Summary of key findings for parents and pupils

This is a school that requires improvement The quality of teaching, learning and assessment varies across the school and in some curriculum subjects, in particular in reading and writing. The proportion of most-able pupils who reached the higher standard in reading and writing by the end of key stage 2 was below the national average for the previous two years. Pupils do not achieve as well in reading as they do in mathematics. Teachers do not provide sufficient opportunity for pupils to practise their reading skills across the curriculum. After a period in which the school has had no local governing body, this aspect of leadership is new and as yet unproven. The achievement of pupils in key stage 1 varies. In reading, writing and mathematics, fewer pupils than found nationally reached the required standard in 2016 and 2017. Some teachers do not use assessment information well enough to plan learning activities that meet the needs of the mixed-aged classes. Adults do not insist on the best presentation and handwriting. Consequently, some pupils do not demonstrate their skills and abilities as well as they could. A very small minority of parents do not share the confidence of others in raising concerns, or in the good work of the school. The school has the following strengths The positive effect of new leadership is highly evident. Leaders have an accurate view of the school’s strengths and weaknesses. Pupils are safe and well cared for. Leaders ensure that all safeguarding processes are in place and pupils’ welfare is a priority. The teaching of mathematics is strong. Pupils make very good progress. The proportion who reach the required and higher standard is above that found nationally at the end of key stage 2. Children get off to a flying start in the early years class. Adults know them well and plan exciting activities that meet children’s interest and needs well. Pupils are polite, well mannered and very welcoming. They are proud of their school and the many friendships they have. Pupils’ spiritual, moral, social and cultural education is very well developed. Pupils are happy and cared for well.