All Saints CofE Primary School

Inspection of All Saints C of E Primary School Upper Beulah Hill, Upper Norwood, London SE19 3LG

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The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 3 and 4 December 2024

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What is it like to attend this school?

Pupils develop a strong sense of collaboration and community at this school. The school’s values, including kindness and justice, are reflected in the way that pupils treat one another. This helps pupils to feel happy in school.

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What is it like to attend this school?

In many areas, pupils benefit from the impact of the school’s actions to improve the school. For example, pupils behave well in lessons and around the building. However, improvements to the quality of education are not fully embedded. Although the school has high expectations of pupils’ achievement, these were not reflected in the published outcomes at the end of Year 6 in 2024. This means that some pupils left the school without the secure academic knowledge and skills that they needed to be ready for the next stage of their education.

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What is it like to attend this school?

The school organises clubs that pupils enjoy attending. These include multi-sports, performing arts and photography club. The school provides many opportunities for pupils to take up leadership roles, for example as elected members of the school council. Eco- warriors led a successful petition for a zebra crossing outside the school. They also designed a peace garden in the playground, where pupils have space to relax and reflect.

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

The school has responded quickly and sensitively to recent changes in the community that it serves. It has expanded the early reading programme to include pupils in all year groups and at all stages of learning to speak English as an additional language. This helps to ensure that pupils develop their knowledge of spoken and written English, and helps them to build their curriculum knowledge. Leaders have maintained high expectations of pupils’ behaviour and attitudes. They encourage pupils’ strong personal development, their physical and mental health and their well-being successfully.

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

The school ensures that pupils have access to a broad curriculum. It has identified the knowledge and skills that pupils will learn across subjects, including in the early years. In Nursery and Reception classes, teaching supports children skilfully to learn the intended curriculum. Sometimes, teaching does not ensure as securely that pupils build their knowledge from their starting points. For example, at times new knowledge is not explained to pupils as clearly as it could be. On other occasions, checks on pupils’ understanding and recall are not used routinely to identify and address gaps in pupils’ knowledge. As a result, pupils’ knowledge of the curriculum is not as secure as it should be.

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

The school prioritises reading. It typically assesses pupils’ reading knowledge accurately and makes sure that pupils practise the phonics that they have learned. Pupils at the early stages of learning to read receive extra support. However, the quality and quantity of some support are variable, which hinders some pupils from developing reading fluency and confidence. 3 and 4 December 2024

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Leaders identify the needs of pupils with special educational needs and/or disabilities (SEND) quickly. The school ensures that it meets the needs of pupils with SEND and that pupils with SEND work towards the same academic goals as their peers.

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Pupils get on well together and settle quickly in lessons. They are polite and respectful. In the early years, children are taught to take turns and to be kind and respectful towards each other. During lunchtime, children in Reception line up neatly, sit down promptly and eat sensibly.

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The school prioritises improving pupils’ attendance rates. Through building strong relationships with families, the school encourages regular attendance, understands reasons for absence and provides support to overcome barriers to coming to school. As a result of this work, absence and persistent absence rates have reduced significantly in the last year.

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The governing body understands the context of the school and challenges the school’s leaders appropriately where necessary. Leaders at all levels have an accurate understanding of the school’s strengths and areas for development. They have set the correct priorities and are taking appropriate actions to improve. In some areas, this work has been particularly successful. For example, the school’s work to ensure that pupils are prepared well for life in modern Britain is a strength. However, work to improve the quality of education is ongoing. Leaders know what remains to be done. Staff are very supportive of the school and said that leaders take their well-being into account.

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Pupils attend school trips, which bring the school curriculum to life. Visiting speakers introduce pupils to the world of work. Through raising money for charity, the school encourages pupils to be caring and empathetic towards others.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some areas across key stage 1 and key stage 2, curriculum delivery is variable. For example, at times information is not taught as clearly as it should be, and at other times, teaching does not check that pupils know and understand what they have been taught. This leads to gaps in pupils’ knowledge, which are sometimes not identified and addressed. The school should make sure that teaching is clear, that pupils’ knowledge and understanding are regularly checked and that any gaps are addressed quickly.  Extra support for pupils who are behind their peers in reading is variable in quality. Pupils at the early stages of learning to read are not helped to develop reading fluency and confidence as rapidly as they should. The school should ensure that support 3 and 4 December 2024

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enables those at the early stages of learning to read gain the knowledge and skills they need quickly.

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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). 3 and 4 December 2024

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School details

Appropriate authority The governing body

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School details

Chair of governing body Antonino Garcia Fuerte

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School details

Website www.allsaintsschoolcroydon.co.uk

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School details

Dates of previous inspection 29 and 30 January 2019, under section 5 of the Education Act 2005

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Information about this school

 The school does not use any alternative provision.  Over recent time, the school has seen an increase in the proportion of pupils joining and leaving the school part way through their primary education. The proportion of pupils who join the school at the very early stages of learning to speak English as an additional language has also risen considerably.  The school has a Church of England religious character. The school’s most recent section 48 inspection for schools of a religious character was carried out in June 2024. It is due for its next section 48 inspection in five years.

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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. 3 and 4 December 2024

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  During the inspection, the inspectors met with the headteacher and other senior leaders. The inspectors met with leaders with responsibility for pupils with SEND, safeguarding, behaviour, attendance, the early years and pupils’ wider development.  The inspectors met with representatives from the governing body, the local authority school improvement partner and representatives from the diocese.  The inspectors carried out deep dives in these subjects: early reading, mathematics, science and computing. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about

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their learning and looked at samples of pupils’ work.  The inspectors also discussed the curriculum in some other subjects.  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 the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered the views of parents submitted via Ofsted Parent View, including the free-text comments. They reviewed the responses to Ofsted’s surveys for staff and pupils.

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Inspection team

Guy Forbat, lead inspector His Majesty’s Inspector

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Inspection team

Lisa Strong His Majesty’s Inspector 3 and 4 December 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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