All Saints Bedworth CofE Academy

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About All Saints Bedworth CofE Academy

Name All Saints Bedworth CofE Academy
Ofsted Inspections
Headteacher Mrs Kerry O'Grady
Address The Priors, Off Mitchell Road, Bedworth, CV12 9HP
Phone Number 02476313387
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 200
Local Authority Warwickshire
Highlights from Latest Inspection

What is it like to attend this school?

All Saints is a friendly and welcoming place.

Leaders, staff and pupils are proud of their school, where everyone is included. The provision for pupils with special educational needs and/or disabilities (SEND) is a strength of the school.The school's values underpin everything that it does.

Pupils understand the significance of these and aspire to live by them. Pupils do their best to follow the three school rules, 'Ready, Respect, Safe'. They say that it is 'okay to be different' and that everyone treats each other with respect.

Staff manage behaviour effectively. At social times, pupils play well together and enjoy being with their friends. Pupils focus on ...their work and move around the school sensibly.

They value the support they get from staff who care for them.The school has high expectations for all pupils. Pupils enjoy their learning and achieve well in many subjects.

Pupils take pride in their work. Parents and carers comment positively on the progress their children are making. They are keen to support reading at home.

Pupils enjoy the many extra-curricular activities available to them. Popular after-school and lunchtime clubs include arts and crafts, spying, boys' and girls' football, chess and archery.

What does the school do well and what does it need to do better?

Early years provision is a strength of the school.

Staff select activities that are carefully designed to support children's learning and enjoyment. Children work exceptionally well with each other and with adults. Learning is precisely planned to meet children's individual learning needs.

As a result, children are making significant progress through the curriculum. Children enjoy their learning, listen attentively and respond with enthusiasm.

The school has designed a curriculum that sets out what pupils will learn from one year to the next.

The curriculum supports teachers to plan learning activities that build on what pupils have learned before. In many subjects, pupils have regular opportunities to revisit the knowledge that they have learned before. This increases pupils' knowledge and skills.

Pupils achieve well in most subjects. However, in a small number of subjects the curriculum is not as well developed as it is in others. In these subjects, pupils struggle to remember some aspects of their prior learning.

Teachers make checks on what pupils understand and remember. In turn, they use this to plan appropriate learning activities. However, this is not happening consistently well in all subjects.

In some instances, teachers are not identifying what pupils cannot remember, so gaps in pupils' knowledge are not being addressed. In addition, some pupils are completing work that they find too easy. In these cases, learning activities are not matched to their level of need.

The school has put in place effective systems to identify children with SEND. Staff provide support and make adaptations in lessons, so that pupils can access the full curriculum. As a result, pupils with SEND achieve well.

This reflects the school's vision statement for all pupils to be 'learning and growing together to be the best they can be'.

Reading is a school priority. There is a strong focus on developing a love of reading.

As a result, pupils are keen to talk about what they have read with others. Well-trained staff ensure that there is a consistent approach to phonics teaching and how children and pupils learn to read. The school makes sure that pupils who need extra help receive all the support they require.

The school has high expectations for behaviour. Consequently, pupils generally behave well. The school promotes and rewards positive behaviour.

The school is a calm and orderly place. On occasion, some pupils need guidance to help them behave well, which supports them to re-engage with their learning. The school has adopted a range of strategies to improve attendance.

Robust systems are in place. The school works well with families and external agencies in supporting pupils to attend school.

Pupils' personal development is exceptional.

This is displayed in pupils' wider knowledge, resilience and enthusiasm. The curriculum extends beyond the academic and pupils are very well prepared for their next steps. The school shares its exemplary personal development work with other schools in the trust.

Pupil voice and pupil leadership opportunities are strong. This has enabled pupils to make a significant contribution to the school, including the enhancement of the school's outdoor facilities.

Governors, trustees and MAT leaders know the school well.

They challenge school leaders constructively. The trust provides high-quality support to develop leaders at all levels. Teachers in the early stages of their career are well supported.

Staff are proud to work at All Saints. Their workload and well-being are sympathetically managed by leaders.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school is not using assessment consistently well to identify what pupils cannot remember and to ensure that learning activities are matched to pupils' needs. As a result, gaps in pupils' knowledge are not being routinely addressed and the work set can be too easy. The school should ensure that staff use assessment consistently well to identify gaps in pupils' learning and to inform the selection of learning activities.

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