All Saints Church of England Academy

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About All Saints Church of England Academy

Name All Saints Church of England Academy
Ofsted Inspections
Headteacher Mr Scott Simpson-Horne
Address Pennycross, Plymouth, PL5 3NE
Phone Number 01752705131
Phase Academy
Type Academy sponsor led
Age Range 11-16
Religious Character Church of England
Gender Mixed
Number of Pupils 597
Local Authority Plymouth
Highlights from Latest Inspection

What is it like to attend this school?

At All Saints Church of England Academy, there is relentless drive to establish a culture in which everyone can fulfil their potential.

Pupils know that expectations of them are high. They are bold in their interactions with others, striking up conversation with visitors confidently. This extends into pupil's preparation for the world of work.

Pupils learn to perform confidently in interviews and know what they want from an employer.

The school's culture is underpinned by the values: love, bravery and legacy. Pupils value one another for their differences.

They are clear that staff do not tolerate discrimination. There is little room for bullying in ...this school. Pupils are well supervised.

Pastoral staff help pupils to resolve any problems, so that they can focus fully on their learning.

Pupils at All Saints think about the legacy that they are building for themselves. They know that their chances of success are greater if they make the most of their time at school.

They spend their time productively. This is leading to improved attendance, behaviour and literacy for many.

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

Pupils learn a rich and interesting curriculum.

Teachers help pupils to remember essential knowledge by revisiting the key points. This principle is built into the design of the curriculum from the outset. As a result, pupils and staff spot any content that is less secure.

There are regular opportunities for pupils to draw their learning together and to show what they know.

More pupils now gain qualifications in subjects that make up the English Baccalaureate. For example, in the past, very few pupils left school with a qualification in a modern foreign language.

This is all changing because pupils in key stage 3 are gaining confidence in learning French. Therefore, increasing numbers of pupils continue with learning a modern foreign language when they move into key stage 4.

Leaders have reshaped the curriculum to prioritise reading.

Pupils who need to catch up follow a structured programme of support. They recognise the difference this is making to them. Leaders plan to bring in a phonics curriculum for pupils who need this.

However, they do not yet use assessment to precisely identify the gaps in pupils' phonic knowledge. Therefore, they are not yet fully clear which pupils will benefit.

The proportion of disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) in the school is high.

Leaders, including those from the multi-academy trust, are relentlessly ambitious for these pupils. Their starting point is that pupils must attend well. Leaders support pupils with specific needs well.

Such pupils' attendance is improving as a result.

Pupils know they must not disrupt one another's learning. Clear routines support this.

Leaders adapt their approach to managing behaviour to support pupils with particular needs. Consequently, pupils' behaviour is improving. Pupils who have missed school due to their poor behaviour told inspectors about how the school is helping them to correct this.

Careers education is well established. Pupils gain a good understanding of the local labour market. They have meaningful interactions with different employers and training providers.

The curriculum for personal, social and health education (PSHE) supports pupils well with their personal lives. There are opportunities for pupils to further enrich their lives, for example many are part of the school choir. However, leaders do not yet ensure that everyone benefits from a wide extra-curricular offer.

Leaders, at all levels, are determined to provide and sustain a high-quality education. They are acutely aware of the difference this makes for disadvantaged pupils. Staff, including teachers new to the profession, hold leaders in high regard.

They recognise how much the school has changed for the better. The mantra 'do less, better' is helping to keep workload manageable.


The arrangements for safeguarding are effective.

Trust and school leaders work together to create a strong culture of safeguarding. Leaders follow up any concerns quickly. They work well with other agencies, challenging services where they believe that pupils continue to be at risk.

Leaders understand the difficulties local families face. They help them to access the right support. Leaders provide useful online briefings for parents, for example on mental health and internet safety.

Pupils are included in discussions about school culture. This helps to strengthen the whole school approach to reduce bullying and other harmful behaviours.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Plans to support pupils in the early stages of reading have not yet been implemented in full.

While many pupils receive support which is helping them to catch up in reading, for some this is not focused precisely enough on where gaps in phonic knowledge lie. Leaders should develop the expertise in the school to support the effective implementation of a phonics curriculum for pupils who need this. ? Some pupils continue to miss too much school.

Sometimes suspension or removal from lessons is a factor in this. This limits pupils' ability to follow and learn the curriculum. Leaders should sustain and build on their early successes to further improve pupils' behaviour and attendance.

• Leaders are not yet systematic in ensuring that all pupils benefit from the school's extra-curricular offer. As a result, some pupils do not yet access the breadth of cultural and social experiences that they could. Leaders should ensure that pupils' wider development opportunities are carefully planned.

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