All Souls CofE Primary School

Inspection of All Souls CofE Primary School Foley Street, London W1W 7JJ

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Inspection dates: 21 and 22 January 2025

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Good 21 and 22 January 2025

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What is it like to attend this school?

Pupils are rightly proud to attend this aspirational and supportive school. Staff encourage pupils to live out its core values every day and persevere to be the very best they can be. This ambition is also reflected in the school’s broad and rich curriculum.

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What is it like to attend this school?

Pupils achieve well in national tests. This is because the school has the highest expectations for pupils, including those with special educational needs and/or disabilities (SEND). Pupils are very well prepared for the next stage of their education. Staff work in close partnership with parents and carers, and the community, to deliver the best possible experience for all pupils. For example, the school invites parents to come into school and listen to their child read.

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What is it like to attend this school?

Pupils’ behaviour is exemplary. They are polite and courteous to staff and their peers. Pupils feel safe and know that there is always a trusted adult they can talk to if they have a concern. Pupils thrive when they are given responsibilities, such as raising money for charities and giving back to the local community.

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What is it like to attend this school?

Pupils appreciate the extensive range of clubs they can choose to attend. These include drama, basketball and the choir. Leaders encourage pupils to take part in these activities. This is because they see such experiences as important for developing pupils’ character.

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

The school has a broad and ambitious curriculum. The curriculum is well sequenced, enabling pupils to build up their knowledge as they move through the school. Pupils can talk confidently about how what they have learned before connects to what they are studying now.

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

In the early years, staff provide high levels of support for children to develop their language and communication skills as well as their personal, social and emotional development. Children flourish in a purposeful and stimulating environment and are well prepared for Year 1 and beyond.

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

The school’s focus on early reading is at the heart of curriculum thinking. From the early years, children learn to read using phonics. Staff have been trained well and teach with precision. Pupils and those at the early stages of reading develop the phonics knowledge and skills they need to read with fluency. Teachers make sure that pupils read books that match the sounds pupils know. They swiftly identify pupils who are not confident readers and put in place a range of appropriate support. This results in pupils, including those with SEND or those who are new to English, becoming fluent and enthusiastic readers. A love of reading permeates throughout the school as pupils play an active role in their own personal reading journey.

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

Teachers have excellent subject knowledge. They set work for pupils that matches the ambitious aims of the school’s curriculum. Teachers choose activities that help pupils gain and use a greater depth of knowledge. For example, pupils apply their learning from 21 and 22 January 2025

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geography to produce informative and sophisticated pieces of writing demonstrating the impact of human activity on the oceans.

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Teachers check pupils’ understanding regularly and address any gaps in learning. Pupils have very positive attitudes to learning. The school identifies the needs of pupils with SEND with precision. Pupils who attend the highly regarded specialist provision receive exemplary support. This enables them to have access to activities taking place in the whole school. Staff are ambitious for all pupils with SEND. As a result, pupils across the school achieve well and produce work which is of a high quality.

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The school has established a comprehensive and age-appropriate programme to support pupils’ personal development. This reflects the school’s vision of ‘living life in all its fullness’. Pupils have a voice in school life and take on positions of responsibility, including being a sports leader or museum ambassador. They are taught to respect and be tolerant of different beliefs and cultures. Pupils also enjoy an impressive range of visits to places of interest. They benefit from the many cultural opportunities that the capital city has to offer, such as museums and galleries.

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The school has robust systems for ensuring that pupils attend school regularly. The school’s work with families and other agencies ensures that pupils’ welfare is carefully monitored. This means that action can be taken if there are any patterns of concern. As a result, attendance has improved.

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Staff are very positive about working at All Souls. They are proud to work in a school that cares and that has such a strong community ethos. They appreciate the many professional development opportunities on offer. Governors fulfil their statutory responsibilities well. They hold leaders to account for the quality of education at the school, but also consider staff’s welfare.

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Safeguarding

The arrangements for safeguarding are effective.

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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. 21 and 22 January 2025

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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). 21 and 22 January 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 2 and 3 October 2019, under section 8 of the Education Act 2005

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Information about this school

 The school does not use any alternative provision for pupils.  The school has a Church of England religious character. The school had its last section 48 inspection in October 2023.  The school runs its own breakfast club.  The school offers early years provision to two and three year olds.  The school has a specially resourced provision, catering for up to 10 pupils with autism spectrum disorder.  The school is in a partnership with one other local Church of England school.

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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 21 and 22 January 2025

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provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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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. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: early reading, mathematics, geography, and art and design. For each deep dive, they discussed the curriculum with subject leaders, visited a sample of lessons, looked at pupils’ work, spoke to teachers and spoke to some pupils about their learning.  Inspectors also considered the curriculum in 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

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safeguarding that puts pupils’ interests first.  Inspectors held meetings with the headteacher and other senior leaders. Inspectors also met with leaders with responsibility for behaviour, SEND and pupils’ personal development.  Inspectors met with members of the governing body and representatives from the local authority and diocese.  Inspectors considered responses to Ofsted’s online surveys for parents, staff and pupils.

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Inspection team

Susan Maguire, lead inspector His Majesty’s Inspector

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Inspection team

David Bryant Ofsted Inspector 21 and 22 January 2025

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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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