All Saints CofE (C) Primary School

All Saints CofE (C) Primary School Furlong Close, Alrewas, Burton, DE13 7EF

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Overall effectiveness

Previous inspection: Outstanding 1 This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Good 2 Leadership and management Good 2

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Summary of key findings for parents and pupils

This is a good school.  Children in the Nursery and Reception achieve well. They are confident and motivated learners.  By the end of Year 6 pupils achieve levels above those nationally expected for their age, particularly in reading and mathematics.  The proportions of pupils reaching higher levels in reading and mathematics are above those found nationally.  Teaching is good and sometimes outstanding. Teachers make good links between subjects and plan lessons that are interesting so that pupils are motivated to learn.  Pupils behave well in lessons and around school. They are polite and caring to each other and have a strong sense of right and wrong.  Leaders, managers and governors ensure that pupils achieve well, overall, and that teaching is good. Governors provide senior leaders with a strong level of support and challenge.  Parents are extremely positive about the school. They praise the staff’s commitment to

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Summary of key findings for parents and pupils

keeping their children safe and happy at school.  Pupils have many memorable learning experiences including a wide variety of visits which contribute strongly to their spiritual, moral, social and cultural development.

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It is not yet an outstanding school because

 A small amount of teaching is not yet consistently good or better. Activities are not always set at the right level of difficulty, particularly for pupils who find learning more difficult.  New systems to collect information about the achievement of different groups of pupils are not yet used effectively by senior leaders.  Senior leaders do not give sufficient guidance to teachers about how to improve the achievement of different groups of pupils.  There are insufficient opportunities for teachers to learn from outstanding teaching within and beyond the school.

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Information about this inspection

 Inspectors observed 18 lessons. Five of these were jointly observed with the acting headteacher.  Inspectors also observed the acting headteacher reporting back to teachers on the quality of their teaching.  In addition to lesson observations, inspectors reviewed pupils’ mathematics, topic and writing books. Inspectors heard some pupils read.  Meetings were held with the Vice-Chair of the Governing Body and two other governors, senior leaders, and subject leaders. Inspectors also met with groups of pupils.  A telephone discussion took place with a representative from the local authority.  Questionnaire responses from 29 members of staff were reviewed.  There were 57 responses to the online questionnaire (Parent View) by the end of the inspection. The inspectors took account of these and also spoke with parents and carers as they arrived at school with their children.  Inspectors looked at a range of documents, including: the school’s own information on pupils’

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Information about this inspection

achievement, minutes of governing body meetings, attendance information, and documents relating to behaviour and safeguarding.

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Inspection team

Marilyn Mottram, Lead inspector Her Majesty’s Inspector Prue Rayner Her Majesty’s Inspector Edgar Hastings Additional Inspector

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Information about this school

 The school is larger than the average-sized primary school.  The proportion of pupils eligible for support through the pupil premium is below average. This is additional funding for specific groups of pupils, such as children looked after by the local authority and pupils known to be eligible for free school meals.  The vast majority of pupils are White British.  The proportion of disabled pupils and those who have special educational needs supported through school action is below average. The proportion supported at school action plus or with a statement of special educational needs is also below average.  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.

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What does the school need to do to improve further?

 Make teaching even better by ensuring that teachers always set work at the right level of difficulty, particularly for pupils who find learning more difficult.

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What does the school need to do to improve further?

 Increase the effectiveness of senior leaders by ensuring that:  information about the achievement of different groups of pupils is used effectively to quickly identify any weaknesses and take action to address these  monitoring of teaching places a greater emphasis on the achievement of different groups of pupils so that teachers receive the precise guidance needed to tackle any differences in performance  teachers receive opportunities to learn from outstanding practice within and beyond the school to enhance their own skills and ensure pupils’ better achievement.

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The achievement of pupils is good

 Children join the Nursery with skills and knowledge that are broadly similar to those typical for their age. They make good progress in the Nursery and Reception classes and start Year 1 with skills that are just above those expected for their age.

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The achievement of pupils is good

 During their time in the school pupils, including the most able, make good progress overall. Some make outstanding progress, especially in reading. By the time they leave the school, attainment is above average, particularly in reading and mathematics.

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The achievement of pupils is good

 Pupils who find reading more difficult are beginning to make rapid progress due to well-planned additional sessions to teach early-reading skills. A strong emphasis on the sounds that letters make (phonics) is enabling pupils who struggle with their reading to tackle unfamiliar words effectively. The Year 1 reading check in 2013 was a significant improvement on the previous year and showed that pupils were doing better than expected nationally.

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The achievement of pupils is good

 More-able pupils in mathematics thrive. This is because they frequently have opportunities to investigate mathematical problems. For example, pupils were using their mathematical knowledge to design and construct parachutes and investigate air resistance. Pupils enjoy these challenges and have very positive attitudes towards their learning.

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The achievement of pupils is good

 Teachers plan exciting and meaningful opportunities for pupils to read and write across different subjects. During the inspection Year 6 pupils were writing leaflets linked to their recent residential stay at Laches Wood. Pupils were working with learning partners, discussing their leaflet designs and helping each other to improve their writing. This contributes to pupils’ good social and communication skills.

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The achievement of pupils is good

 Pupils who find writing and mathematics more difficult do not make progress as rapidly as others. This is because activities are not always set at the right level of difficulty. As a result, some pupils struggle to get on with their work while others find the work set too easy.

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The achievement of pupils is good

 Few pupils are supported through the pupil premium in any one year group. In 2012, the attainment of pupils eligible for funding in Year 2 and Year 6 was lower than that of other pupils in those year groups by a year and a term in reading and writing and a term in mathematics. The school has used pupil premium funding to appoint additional support staff and provide extra sessions for these pupils. Currently, more pupils are making rapid progress and catching up with their classmates.

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The achievement of pupils is good

 Disabled pupils and those who have special educational needs make good progress towards their targets. This is because teachers and teaching assistants work closely together and make sure they provide pupils with the right resources and support they need to complete their work.

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The achievement of pupils is good

 ‘It builds up your strength’ and 'The different sports give everyone a chance to shine’ were just some of the comments pupils made when asked their views about physical education. Pupils achieve well in physical education. They enjoy taking part in the additional dance and gymnastic sessions that have been introduced recently as a result of the primary sports funding.

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The quality of teaching is good

 The quality of teaching is usually good and sometimes outstanding, including in Nursery and Reception, as confirmed by lesson observations and a review of pupils’ work.

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The quality of teaching is good

 Pupils are keen to learn because teachers plan lessons that excite and motivate them. Topic work, such as, ‘Who were the Celts?’ make good links to literacy work. In one lesson, pupils were making a comic strip based on the Roman invasion of Britain. All pupils were practising reading skills and eager to find out more information. As a result, all groups of pupils made good progress.

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The quality of teaching is good

 As a result of the right level of training and support, teachers and other adults teach early reading and the sounds that letters make (phonics) effectively. Teachers often read aloud to pupils and introduce them to a wide range books and poetry from well-known authors. This fosters a love of reading.

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The quality of teaching is good

 ‘Marking tells you what you need to do to improve’ and ‘Teachers comments make us get better at that particular thing’ are just some of the remarks made by pupils. Teachers use a range of different methods to help pupils to improve. Learning journals and weekly reflection sheets help pupils to better understand their own learning and what to do next.

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The quality of teaching is good

 Teachers’ subject knowledge has improved, particularly in the teaching of writing. Teachers are able to assess writing more accurately. This has resulted in most pupils having a better understanding of how to improve their writing.

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The quality of teaching is good

 In the best lessons, teachers and teaching assistants frequently check how well pupils are doing. They use effective questioning so that pupils have to think more deeply and explain their thoughts clearly to others. For example, in a lesson investigating properties of shape, pupils were encouraged to think for themselves and share their views. When mistakes were made, pupils supported each other well. This good practice promotes pupils’ social skills and positive attitudes to learning.

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The quality of teaching is good

 Not all teachers consistently make sure that activities are well matched to the learning needs of pupils of different abilities. This is particularly the case for pupils who find learning more difficult in writing and mathematics lessons. Occasionally, the tasks are either too easy or too difficult and are not suitably adjusted. This hampers pupils’ progress.

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The behaviour and safety of pupils are good

 Pupils’ social and moral development is strong. The curriculum provides rich opportunities for pupils to explore the beliefs and values of others. Pupils demonstrate a mature understanding of the school’s values and readily talk about the importance of honesty, fairness and equality.

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The behaviour and safety of pupils are good

 A particular feature of this school is the care that pupils show for one another. The school has a strong, positive ethos. Pupils talk about the importance of praying with and for each other. They value private time for thought and feel that it helps them to be respectful of others. This results in the warm and trusting relationships that exist in the school.

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The behaviour and safety of pupils are good

 School records confirm that any poor behaviour is very infrequent and is handled well when it does occur.

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The behaviour and safety of pupils are good

 Pupils feel safe in school and they know what to do in potentially unsafe situations. This is because teachers use every opportunity to promote safety within the curriculum and on residential visits and trips. Parents and carers who responded to Parent View, and those who spoke with inspectors, agree that their children are safe in school.

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The behaviour and safety of pupils are good

 Pupils have many memorable and enjoyable learning experiences. They talk enthusiastically about their studies in the wildlife area and the allotment. They speak about learning to play instruments, a love of music and studying the work of different artists. This reflects the rich curriculum on offer at the school.

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The behaviour and safety of pupils are good

 Pupils’ attitudes to learning in lessons are generally good. In the best lessons, where pupils are fully engaged, attitudes are outstanding. For example, when pupils were creating leaflets following their residential trip, they were highly motivated and working with a considerable degree of independence. However, in some lessons pupils do not concentrate fully on their learning and are not focused on the tasks they should be doing.

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The leadership and management are good

 The headteacher has an accurate understanding of the school’s strengths and areas that require further improvement. Since the previous inspection, the links with parents, other schools and the local church and community have continued to be strong. Virtually all parents say that they are happy with the school and would recommend it to others.

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The leadership and management are good

 There is a common sense of purpose among the staff and a strong sense of teamwork. There are clear and high expectations of all staff. Teaching staff and teaching support staff work effectively together. The school is well placed to continue to improve.

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The leadership and management are good

 Through regular classroom observations senior leaders check the quality of teaching and help teachers to improve their skills further. However, when checking the work of teachers, senior leaders do not always focus enough on the achievement of different groups and identify the precise actions individual teachers need to take to tackle any differences. This omission has resulted in some variations in the achievement of different ability groups across the school, particularly pupils who find learning more difficult. Senior leaders have correctly identified this weakness but, action has not yet remedied the deficiency in teaching.

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The leadership and management are good

 The headteacher has recently introduced new systems to provide more precise information about the achievement of different groups of pupils, including those eligible for the pupil premium funding. He has appointed two leaders below senior level with responsibility for introducing a better system for checking this information and presenting the picture clearly. However, this is a very recent change. Senior leaders have not yet been able to start using the information effectively to quickly identify any weaknesses and take action to address them.

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The leadership and management are good

 Leadership of the Early Years Foundation Stage and special educational needs are good. Middle leaders know their aspects and subjects very well and are working to bring about improvements. This is a growing strength of the school.

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The leadership and management are good

 Senior leaders meet termly with teachers to discuss their performance and the progress of pupils. Decisions about pay are closely linked to how successfully teachers meet the targets set for pupils’ achievement.

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The leadership and management are good

 Leaders organise training for staff, including for leaders below senior level, and provide support when whole-school needs are identified. For example, training took place last year for all staff on teaching early reading. This resulted in significant improvements in the Year 1 reading check. However, teachers do not have regular opportunities to learn from outstanding practice within the school or from teachers beyond the school.

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The leadership and management are good

 The curriculum prepares pupils very well for their social, moral, spiritual and cultural development through the subjects taught, assemblies and the wide range of after-school clubs and activities. The school make extensive use of the local community to plan visits out and to invite visitors in to school. Pupils talk enthusiastically about visits to a local mosque and their knowledge of different faiths and backgrounds.

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The leadership and management are good

 Pupil premium funding is helping pupils at risk of underachieving to succeed. Pupils who need extra support are benefiting from the appointment of additional staff. Small-group work and individual tuition are carefully planned and targeted to improve pupils’ progress in specific areas of need. Current information shows that these actions are beginning to help pupils who were behind in their learning to catch up.

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The leadership and management are good

 The local authority provides appropriate support for the school, although it has little involvement and regards the school as in a ‘light touch’ category. Governors choose to access relevant training and support programmes as necessary. For example, they value training to help manage the performance of staff.

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The leadership and management are good

 The governance of the school: – The well-trained governing body supports and monitors the work of the school effectively. Governors know the school’s strengths very well and what still needs to be done. They are in school often. Governors have a good understanding of the school’s performance data. They have been closely involved in recent changes and are knowledgeable about the new systems for checking the achievement of different groups of pupils. Governors are well informed about the quality of teaching and the performance management arrangements for teachers. This has led to good decisions being made on the rewards that staff receive and the allocation of funds such as the pupil premium and the primary sports funding. Governors meet regularly with their subject-link teachers. These meetings enable them to gather the information they require to challenge senior leaders and staff about pupils’ achievement and

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The leadership and management are good

the quality of teaching. Governors provide senior leaders with a strong level of support and challenge. They ensure the procedures for keeping pupils safe meet requirements.

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is

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Grade Judgement Description

failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 124231 Local authority Staffordshire Inspection number 427213

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School details

This inspection of the school was carried out under section 5 of the Education Act 2005.

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School details

Type of school Primary School category Voluntary controlled Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 326 Appropriate authority The governing body Chair Susan Durrant Headteacher Jeffrey Gray Date of previous school inspection 7 January 2011 Telephone number 01283 790174 Fax number 01283 792853 Email address headteacher@allsaints-alrewas.staffs.sch.uk guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work- based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please

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School details

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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