Runcorn All Saints CofE Primary School

Inspection of Runcorn All Saints CofE Primary School Church Street, Runcorn, Cheshire WA7 1LD

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Inspection dates: 24 and 25 September 2024

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 24 and 25 September 2024

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What is it like to attend this school?

Pupils at this school feel safe, loved and valued. They are proud of their diverse, vibrant school and are happy. Pupils, including those with special educational needs and/or disabilities (SEND), appreciate the strong relationships that they form with staff.

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What is it like to attend this school?

The school has high expectations of what pupils can and should achieve. Pupils are attentive in lessons and work hard. Pupils spoke confidently to inspectors about what they had been learning. Their books display high-quality work.

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What is it like to attend this school?

When they join the school, many pupils are at the early stages of learning to speak English as an additional language. These pupils receive effective support to develop their vocabulary and spoken English successfully.

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What is it like to attend this school?

Pupils, including children in the early years, are friendly and polite. There is a warm, purposeful atmosphere in school and disruption to pupils’ learning is rare.

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What is it like to attend this school?

Pupils benefit from a wide range of carefully designed experiences that go beyond the academic curriculum. For example, they spoke enthusiastically about their trips to the zoo and to the beach. They enjoy caring for the school chickens and the dog, Dexter. They can also attend clubs such as musical theatre, debating and football. These experiences help to develop pupils’ talents and interests well.

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

The school has established a broad, balanced and ambitious curriculum for pupils, including those with SEND. Careful thought has been given as to which key knowledge and skills should be taught and when this will happen. This includes for subjects taught in the mixed-aged classes.

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

The school has supported teachers well so that they have the expertise to deliver the curriculum effectively. Teachers design learning which helps pupils to develop a secure understanding of knowledge. Teachers’ explanations are logical and clear. Teachers are overwhelmingly positive about the support that they receive to manage their workload and to protect their well-being.

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

The school’s published data for 2023 shows that the proportion of pupils who met the expected standards in reading and mathematics at the end of Year 2 and Year 6 was below the national average. A high proportion of pupils in these year groups joined the school at various stages throughout key stages 1 and 2. In addition, the school has experienced several changes in staffing. As a result, pupils were unable to benefit fully from the school’s well-designed curriculum. Currently, most pupils achieve well across a range of subjects.

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

In some subjects, the school is still refining its assessment strategies. On occasion, staff do not check that pupils learn the curriculum accurately. Consequently, some pupils 24 and 25 September 2024

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develop gaps in their learning, which are not identified and addressed as quickly and as effectively as they should be.

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The school promotes a love of reading. Pupils practise reading using books that closely match the sounds that they have learned. Pupils who need extra help to keep up with the school’s phonics programme are quickly identified and get the support that they need to catch up. However, a minority of pupils who find it more difficult to learn to read are not guaranteed the regular opportunities that they need to practise their phonics. This hinders them from becoming fluent readers.

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The school identifies the additional needs of pupils with SEND quickly and accurately. Staff skilfully adapt activities so that these pupils access the same ambitious curriculum as their peers. Pupils with SEND, and those who are disadvantaged, are fully involved in all aspects of school life.

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The school places high importance on pupils’ attendance. Staff get to know pupils and their families well. This helps to keep attendance rates high. The school provides appropriate support when pupils’ rates of absence need to improve.

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The school teaches pupils how to keep themselves safe in the community. For example, it prioritises water safety due to the school’s proximity to open water. Pupils learn how to keep themselves safe online and how to stay physically and mentally well. Pupils treat others with respect and actively celebrate the diverse range of languages, and backgrounds that they come from. Pupils are proud to fulfil their roles, for example as reading ambassadors or in the ethos group. They have high aspirations for their own future careers.

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Since the previous inspection, governors have strengthened their practice and become an integral part of school life. They are knowledgeable about the barriers that the school faces and give careful thought to how they can support the school to continually improve standards. Governors hold the school to account for the quality of education that pupils receive.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, the school is still developing its assessment strategies. Staff do not check thoroughly that pupils learn the curriculum accurately and are on track to meet national expectations. Consequently, some pupils develop gaps in their learning which are not identified and addressed as quickly and effectively as they should be. The 24 and 25 September 2024

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school should ensure that assessment strategies are closely aligned to the curriculum so that teachers address gaps and help pupils remain on track.  The school does not provide sufficient opportunities for a small number of pupils who find it more difficult to read and practise their phonics knowledge. On occasion, some of these pupils do not develop fluency in reading as quickly as they could. The school should provide regular opportunities for these pupils to practise their phonics knowledge so that they can become fluent and confident readers.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 24 and 25 September 2024

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School details

Appropriate authority The governing body

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School details

Website www.allsaintsceprimaryschool.co.uk

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School details

Date of previous inspection 29 September 2023, under section 8 of the Education Act 2005

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Information about this school

 This is a Church of England primary school, which is part of the diocese of Chester. The last section 48 inspection took place in March 2017. The next section 48 inspection is due by the end of 2025.  The school runs an on-site breakfast club.  The school does not make use of any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 24 and 25 September 2024

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, other senior leaders and staff. They also met with members of the governing body, including the chair of governors.  Inspectors carried out deep dives in early reading, mathematics and music. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also considered the curriculum in some other subjects.  The lead inspector observed some pupils reading to a trusted adult.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff, and pupils; and considered

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour during lessons and breaktimes. They also spoke with pupils about their experiences of school.  Inspectors considered the responses to Ofsted Parent View, including the free-text comments. Inspectors spoke with parents at the beginning of the school day. Inspectors also considered the responses to Ofsted’s survey for staff.

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Inspection team

Ruth Moran, lead inspector His Majesty’s Inspector

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Inspection team

Andy Reidel Ofsted Inspector 24 and 25 September 2024

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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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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