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They told inspectors that they have lots of friends and that learning is fun. Pupils feel safe and well-supported by staff. Pupils spoke positively about the activities that are available to them at lunchtimes.
For example, they dance to recorded music and play swing ball. Relationships between pupils and staff are positive.
Leaders have high expectations of what pupils can achieve.
In most subjects, most pupils achieve well. Pupils benefit from the range of wider opportunities on offer. These include gardening club, visiting speakers and competitive sporting opportunities against the other school in the federation....r/> Pupils, and their families, are supported to manage their well-being through initiatives such as the anxiety management drop-in morning.
There are high expectations of pupils' conduct. These are reflected in pupils' kindness and courteous manners as they move around the school.
Low-level disruption is rare but staff deal with it effectively when it occurs. Pupils stated that staff help pupils to rebuild their relationships when they fall out with each other. Leaders deal with any incidents of bullying quickly and effectively.
What does the school do well and what does it need to do better?
Leaders have developed an ambitious curriculum for all pupils, including pupils with special educational needs and/or disabilities (SEND). In most subjects, leaders have given careful thought to the knowledge that they want pupils to learn and the order in which this should be taught. This knowledge clearly builds from the early years to Year 6.
Teachers have good subject knowledge. They explain new learning clearly and they check that pupils understand what has been taught. Teachers make links between what pupils learn and what they have learned previously.
This helps pupils to build on their knowledge securely over time.
Reading is prioritised at the school. As soon as children join in the early years, they learn and practise the sounds that they need to know.
Leaders have invested heavily in a new phonics programme. This has led to improvements in the teaching of early reading. However, leaders have not ensured that the extra support pupils get to address gaps in their phonics knowledge is making a difference.
This is because staff have not received additional training on how to deliver catch-up sessions effectively. In addition, leaders and staff do not make the most of assessment information to identify gaps in pupils' phonics knowledge.
Leaders promote a love of reading.
They have developed a welcoming library area that is well stocked with books that pupils enjoy. Leaders make sure that pupils access a broad range of books that enhance curriculum topics and themes. Pupils value the opportunity to extend their learning by reading these different texts.
Children in the early years settle into school life quickly. They develop positive relationships with their peers. Staff develop children's language skills through the positive interactions that they have with each other.
The early years curriculum prepares children well for what they will learn in Year 1 and beyond.
Leaders make sure that pupils' additional needs are identified correctly and quickly. This includes pupils with SEND.
Staff work well with external agencies to secure the additional support that pupils with SEND may need.
Leaders provide a range of opportunities that support pupils' personal development. Pupils engage in initiatives like mental health week and gain a strong understanding of how to look after their mental well-being.
Pupils are taught effectively about healthy relationships. They know the signs of unhealthy relationships and what to do if they have a concern. Pupils have a good understanding of democracy and equality.
Pupils demonstrate respect for and tolerance of each other's differences.
Pupils behave well in lessons and around the school. Pupils enjoy their learning and engage well in lessons.
This means that low-level disruption is rare and is dealt with effectively when it occurs.
Leaders engage well with the staff. They have taken positive steps to improve staff's well-being and workload.
For example, teachers plan together across the federation. Staff appreciate this partnership. Those responsible for governance fulfil their core functions effectively.
The arrangements for safeguarding are effective.
Leaders have a strong understanding of current safeguarding issues. Staff are well trained in safeguarding procedures.
They know how to identify and report any concerns about pupils. Leaders regularly monitor such reports and secure help for pupils where it is needed.
Staff educate pupils on how to keep themselves safe, including when working or playing online.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some pupils who find reading difficult do not receive effective support to address gaps in their phonics knowledge. This is because leaders do not identify these gaps and staff lack expertise in providing targeted support. Leaders should ensure that staff receive the training that they need to support pupils to catch up quickly.
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