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All Saints CE Primary is a good school which has improved considerably since its last inspection.
Pupils make good progress and achieve well during their time there. They are happy at school, and their parents and carers are pleased with what it has to offer them. One parent commented, 'This school is a very special place•where pupils feel secure and part of a larger family.'
Another said, 'My child is flourishing at All Saints, nurtured by the fantastic environment of the school.' Thanks to the outstanding pastoral care, pupils feel very safe at school and know that staff will help them if they have a problem. Throughout the school, pupils have an excellent understanding of right and wrong,... and are ready to take on responsibility.
Relationships are excellent, and pupils are very supportive of one another. They have a good understanding of how to live a healthy lifestyle, reflected in the Healthy Schools status. They enjoy their lessons, and make the most of the outstanding range of extra-curricular activities available to them.
There has been an improving picture of pupils' achievement since the last inspection, particularly in the Early Years Foundation Stage and in Key Stage 2, so that pupils now achieve as well here as they do in Key Stage 1. The reason for this improvement has been the introduction of better systems for tracking pupils' progress. This is now assessed on a termly rather than an annual basis, so that additional support or challenge for pupils can be more accurately and swiftly targeted.
Consequently, pupils' progress has been more rapid, and their attainment has risen across Key Stage 2 since the last inspection. Pupils are now leaving Year 6 with attainment in English and mathematics which is consistently above average. Tracking has identified that in almost all year groups the attainment of boys in writing, although above the national average, is below that of girls.
The school is taking steps to tackle this by reviewing its curriculum, to ensure that it motivates and engages boys in writing, and helps them to understand the usefulness of being able to write for different purposes. Pupils appreciate the range of different activities the curriculum offers them, particularly in art, music and sport. They learn well, thanks to the fact that teachers are now much more aware of the needs of the different pupils in their class, and are pitching tasks more accurately to give all ability groups the right amount of challenge.
Target setting has improved since the last inspection, so that pupils have a better understanding of how to reach higher levels in their work. However, there is an inconsistent picture in the quality of marking. Although there are some good examples of teachers giving pupils the chance to assess their own or others' work, or setting out the next steps for improvement, or entering into a dialogue with pupils about improvement, this is not consistent across the school.
This means that pupils are not always sure what to do next to improve their work. The headteacher and senior staff have accomplished much since the last inspection, establishing systems for monitoring and evaluating the work of the school which are thorough and effective, highlighting strengths and areas for development. School self-evaluation is realistic and accurate, and the school development plan focuses on the right areas for development.
The governing body is involved well in holding the school to account. Senior leaders have a clear track record of success and know what needs to be done next to move the school forward. As a result, the school has a good capacity for further continuous improvement.
Information about the school
All Saints CE Primary is smaller than the average sized primary school. It serves a residential area of inner London. The proportion of pupils known to be eligible for free school meals is just below the national average.
Slightly more than a quarter of pupils are from minority ethnic backgrounds, which is just above the national average. The proportion of pupils who speak English as an additional language is just below the national average and none is at an early stage of learning English. The proportion of pupils with special educational needs and/or disabilities is average, and the proportion with a statement of special educational needs is above average.
These needs relate mainly to moderate learning difficulties and behavioural, emotional and social difficulties. Early Years Foundation Stage provision is delivered in the school's Nursery and Reception classes. The school has gained the Activemark, Healthy Schools status and the International Schools award.
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