All Saints Church of England Primary School

Inspection of All Saints Church of England Primary School All Saints, Axminster, Devon EX13 7LX

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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

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The headteacher of this school is Phillip Lee. The school is part of St Christopher’s Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Jo Evans, and overseen by a board of trustees, chaired by Andrew Bailey. 15 and 16 July 2025

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What is it like to attend this school?

Pupils are friendly, well-mannered and respectful. They are proud to be members of the school. Pupils are positive about their learning and enjoy coming to school. They say that their school shows kindness to everyone. Staff want children to flourish. This helps pupils to feel safe. One parent and carer, who reflects the views of many, commented that this is ‘a friendly school who puts their children first’.

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What is it like to attend this school?

The school sets high expectations for pupils in both their behaviour and their academic achievements. These expectations are starting to be realised in published outcomes at the end of key stage 2. Pupils confidently follow the rules of the school, known as ‘all adults expect’. Staff are resolute in supporting pupils to meet these high expectations. Pupils say they can speak to an adult about anything if they need to.

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What is it like to attend this school?

Pupils benefit from a range of rich and varied opportunities such as curriculum trips and after-school clubs. All pupils experience a high-quality theatre visit every year. A recent favourite, ‘The Elves and the Shoemaker’, was enjoyed by children earlier this year in the village hall.

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

The school has designed an ambitious curriculum that supports pupils to build on knowledge and skills learned every year. This starts in the early years foundation stage where children develop an understanding of the past by learning about events like ‘The Great Fire of London’.

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

The curriculum is logically designed. In mathematics, pupils are given the opportunity to problem-solve on a regular basis. This repeated practice supports their understanding of mathematical concepts. Across the curriculum, pupils are taught key vocabulary to support their learning. Teaching allows pupils to build successfully on their prior knowledge. Lessons start with questions that promote curiosity.

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

In many subjects, pupils remember what they have learned over time. For example, they recall how erosion effects the coastline and how ‘Smallridge’ was affected by the First World War. However, in a minority of subjects, some pupils do not retain what they have learned in their long-term memory. As a result, they do not build their knowledge in these areas as effectively as they could.

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

The school prioritises reading and the teaching of phonics, which starts in the Reception class. Staff are well trained and deliver the chosen phonics programme effectively. Ongoing coaching supports staff further. Pupils who require additional practice with phonics receive this in a timely manner. Therefore, they are supported to become more confident readers. Pupils across the school love reading and have regular opportunities to visit their school library and choose a book. The school librarians are on hand to recommend books and authors. 15 and 16 July 2025

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The school carefully identifies those pupils who have special educational needs and/or disabilities (SEND) early. It ensures that appropriate plans are in place to support these pupils with their learning. In some circumstances the additional materials provided for pupils with SEND, help them to access their learning. However, for some pupils the work is not adapted precisely enough for them to be able to complete the task. Consequently, these pupils do not progress as successfully through the curriculum as they could.

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Pupils attend school regularly, and the school takes attendance seriously. They prioritise relationships with parents and carers to foster good punctuality. This approach is working and evident in the high levels of attendance across the school.

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Pupils behave well. They are considerate towards each other. Pupils understand and follow the new behaviour policy, which is simple and clear. This starts in the early years, where pupils form strong relationships with their peers and staff. They understand right from wrong and learn how to build friendships through play. During choosing time, one child was seen directing others to build a road. Children use their language to communicate thoughtfully with one another.

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Pupils enjoy a range of exciting opportunities outside of the classroom. Visits to museums and cathedrals support pupils’ broader experiences. Pupils were excited to describe their recent science trip where they recalled ‘exploding jellybeans’. They also enjoy experiences such as rock climbing and singing in the school choir. Pupils proudly take on additional responsibilities. Members of the school parliament recalled being elected to the role and told inspectors that they felt they could change the school and make it a better place. Other children revel being play leaders during lunchtime. They enjoy providing younger children with purposeful games.

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Governors are passionate and committed to the role. Alongside trust leaders, they understand the journey the school has been on in recent times. They offer support and challenge to ensure that the school builds on its journey of continued improvement. Staff appreciate the support that the school offers them. They feel valued and respected, which supports their well-being. Parents are supportive of the new leadership team. They speak highly of the changes that are positively impacting the pupils in the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 On occasion, work is not adapted precisely enough for some pupils, including pupils with SEND. This means that these pupils do not achieve as much as they could. The school should ensure that appropriate adaptations are made to pupils’ work to support them knowing more and remembering more across the curriculum. 15 and 16 July 2025

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 In some subjects of the curriculum, pupils do not remember their learning over time as well as in other areas. As a result, some pupils cannot build on what they know or deepen their understanding as securely as they could. The school should ensure that staff use pedagogical choices effectively so that pupils develop a depth of knowledge and can recall learning across the curriculum.

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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). 15 and 16 July 2025

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School details

Website www.all-saints-ce-primary.devon.sch.uk

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School details

Dates of previous inspection 28 February and1 March 2023, under section 5 of the Education Act 2005

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Information about this school

 The school is part of St Christopher’s Multi Academy Trust.  The school does not currently use any alternative provision.  The headteacher was appointed in September 2023.

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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.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 15 and 16 July 2025

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 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 head teacher, the special educational needs and disabilities coordinator, the trust director of education, members of the local governing body, members of the trust board, the CEO of the trust and several staff.  Inspectors carried out deep dives in the following subjects: early reading, mathematics and humanities (history and geography). For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, looked at samples of work and spoke to pupils about their learning.  The lead inspector listened to pupils in Year 1, 2 and 3 read to an adult.  Inspectors observed pupils’ behaviour in lessons and around the school site. Additionally, inspectors spoke to pupils to discuss their views about the school.

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 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.  The inspectors took account of responses to Ofsted’s online survey, Ofsted Parent View, including free-text comments. The inspectors also considered the responses of pupils and staff to Ofsted’s online surveys.

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Inspection team

Thomas Brewer, lead inspector His Majesty’s Inspector

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Inspection team

Anna Mills Ofsted Inspector 15 and 16 July 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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