All Saints Church of England Primary School

Inspection of All Saints Church of England Primary School Maud Street, Rochdale, Lancashire OL12 0EL

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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 Good 7 and 8 May 2025

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What is it like to attend this school?

All Saints is a warm, supportive, and aspirational school. This is a community where everyone matters. Pupils are happy and proud to attend the school. They value the positive relationships that they enjoy with staff and with their peers.

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What is it like to attend this school?

The school expects all pupils to succeed academically and socially. Pupils work hard to live up to these high expectations. Most pupils achieve well across a range of subjects. Pupils are delighted to be recognised in ‘star assemblies’ for their positive behaviour and attitudes to school life. Older pupils enjoy taking on responsibilities such as being playground pals. This involves working with younger pupils and acting as role models.

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What is it like to attend this school?

Pupils benefit from a range of opportunities which extend beyond the academic curriculum. For example, they visit castles, beaches, and museums. This helps them to gain an understanding of the wider world. Pupils also learn how to make a positive contribution. They are keen members of the eco and school councils.

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What is it like to attend this school?

Pupils are also encouraged to widen their skills, talents, and interests by taking part in residential visits and clubs such as art, cooking and singing. These experiences help pupils to build their confidence and prepares them for life beyond school.

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

The school knows pupils and their families extremely well. Before children start in the early years, staff make every effort to get to know them. The school works with parents and carers to help children, including those in the Nursery class, make a confident start in school. Working closely with parents and other professionals, the school swiftly identifies any pupils with special educational needs and/or disabilities (SEND). Through this partnership work, the school gains important information about how to support these pupils. Staff make adaptations to their teaching approaches so that pupils with SEND progress well through the curriculum.

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

The school has developed an engaging and ambitious curriculum. It has carefully considered the knowledge that pupils should learn and the order in which they will learn it from the early years to Year 6. Staff are provided with a well-thought-out programme of professional development to enhance their curriculum expertise. As a result, staff have secure subject knowledge. They explain new learning clearly to pupils and design activities that support pupils to acquire the knowledge that they need.

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

Learning to read is one of the school’s top priorities. Children in the Nursery class are introduced to stories and rhymes that develop their early language skills. This prepares them well for learning phonics as soon as they enter the Reception Year. Staff deliver the phonics programme consistently well and with confidence. They use regular assessment information to identify any pupils who may need some more help. This effective support helps pupils catch up quickly. Typically, pupils become confident fluent readers. 7 and 8 May 2025

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In many subjects, teachers successfully use their expertise to identify and to address pupils’ misconceptions. However, in a small number of subjects, teachers do not identify and address some of the key gaps that pupils have in some aspects of their subject knowledge. This prevents pupils from achieving all that they could in these subjects. In addition, errors in some pupils’ spelling, punctuation and handwriting go unchecked. Consequently, some pupils continue to repeat these errors.

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Pupils behave well around school. Pupils who sometimes struggle to regulate their own behaviour benefit from sensitive support from staff. They are helped to manage their emotions successfully.

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Many strategies, such as the celebration of positive attendance, are helping to improve pupils’ rates of attendance over time. The school works in close partnership with parents and external agencies to reduce absence levels. As a result, more pupils now attend school regularly and benefit from its ambitious curriculum.

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The school places a strong focus on pupils’ wider development. Pupils learn how to be healthy in mind and body, and how to stay safe when online. They also enjoy yoga and movement sessions to support their well-being. Pupils understand the importance of prioritising sleep, drinking water and having active and healthy lifestyles.

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Pupils demonstrate considerable compassion when discussing sensitive issues, including the differences that exist among people. They readily learn about different cultures and faiths. Pupils are well-prepared to grow up in a modern and diverse Britain.

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The school, including governors, care about staff’s well-being. They consider staff’s workload while making decisions to improve the quality of education. Governors have the expertise to fulfil their roles and responsibilities effectively. They provide support and challenge to the school in equal measure.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 At times, the school does not identify the spelling, punctuation, and handwriting errors that some pupils make when they write independently. This means that some pupils continue to make the same errors over time. The school should ensure that these errors are identified and addressed swiftly so that pupils are supported to develop their writing accuracy and expertise across the curriculum.  In a few subjects, the checks on pupils’ learning do not fully identify where some pupils have gaps in their knowledge. In these subjects, this prevents pupils from achieving as highly as they could. The school should ensure that any key gaps in pupils’ subject 7 and 8 May 2025

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knowledge are identified and addressed effectively in these curriculum areas so that pupils learn as well as they could in all subjects.

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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). 7 and 8 May 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 20 and 21 February 2020, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Diocese of Manchester. The last section 48 inspection took place in November 2023. The next section 48 inspection is due to take place in the academic year 2028 to 2029.  The governing body is responsible for the school’s breakfast club provision.  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. 7 and 8 May 2025

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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 inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  Inspectors conducted deep dives in the following subjects: early reading, mathematics, and history. For each deep dive, they had 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 spoke also with subject leaders and with pupils about their learning in some other subjects.  The lead inspector observed pupils from key stages 1 and 2 read to a familiar adult.  Inspectors met with the headteacher and other school leaders. The lead inspector met with members of the governing body, including the chair of governors. She also spoke

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with a representative of the local authority, a representative of the diocese and the school’s improvement partner.  Inspectors met with the leaders responsible for attendance, behaviour, early years, the provision for pupils with SEND and pupils’ personal development.  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 spoke with pupils about their experiences of school. They looked at a range of documents related to pupils’ welfare and education. They also observed pupils’ behaviour during lessons and around the school.  Inspectors took account of the responses to Ofsted’s online surveys for staff and for pupils. Inspectors also spoke with staff and school leaders to gather their views about

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their workload and well-being.  Inspectors met with parents at the start of the school day. They also took account of the responses to Ofsted Parent View, including the free-text comments.

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Inspection team

Rebecca Jewitt, lead inspector His Majesty's Inspector

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Inspection team

Jonny Foster-Carr Ofsted Inspector 7 and 8 May 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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