All Saints CofE Aided Infant School

All Saints CofE Aided Infant School

Address: Tilford Road, Tilford, Farnham, Surrey, GU10 2DA Unique reference number (URN): 125198

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Personal development and wellbeing Strong standard

Pupils consistently demonstrate respectful and courteous behaviour towards peers and adults. They interact confidently with staff and visitors and show curiosity and engagement in lessons. Pupils take pride in demonstrating their learning to parents and carers through curriculum showcases and additional sporting and music celebration events.

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Personal development and wellbeing Strong standard

Leaders ensure that pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, access all opportunities. Leaders track pupil participation carefully. Pupils take part enthusiastically in an exciting range of clubs that nurture their talents and interests.

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Personal development and wellbeing Strong standard

Pupils acquire the knowledge and skills to recognise and manage risks, both online and offline. They learn to make safe choices that support their lifelong wellbeing. Pupils understand what makes a healthy relationship and how to respond to unkind behaviour.

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Personal development and wellbeing Strong standard

Pupils actively contribute to charitable and community initiatives, demonstrating pride in making a positive difference. For example, pupils sing at the next-door nursery school and donate food to people in the local community. Pupils articulate fundamental British values clearly, linking these to school practices such as elections for leadership roles, what is right and wrong and tolerance of others.

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Personal development and wellbeing Strong standard

Pupils show a detailed, age-appropriate knowledge of protected characteristics. This fosters an ethos of inclusion, where diversity is celebrated. Pupils reflect on their beliefs and show an understanding and respect for other faiths and beliefs, for example through visits to the local mosque.

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Personal development and wellbeing Strong standard

The school’s financial education is highly effective and prepares pupils to make positive, responsible choices about their futures. The school nurtures pupils’ character, social skills and understanding of topical issues. This prepares them exceptionally well to become responsible, respectful and active citizens.

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Achievement Expected standard

Overall, pupils achieve well. They are ready for the next stages in their education. This is reflected in the above-average phonics outcomes at the end of Year 1. The very small number of disadvantaged pupils and pupils with special educational needs and/or disabilities progress well from their starting points.

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Achievement Expected standard

Typically, tasks are well matched to pupils’ levels of understanding. Pupils are confident in using both their reading and mathematical knowledge in different ways to access the whole curriculum successfully. However, writing is not yet as well developed, especially some pupils' letter formation and spelling. As a result, pupils do not produce writing of as high a quality as they could do.

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Achievement Expected standard

Across the school, most pupils develop appropriate knowledge across a broad range of subjects. Pupils’ knowledge is usually detailed in subjects such as science and history. Leaders have considered carefully how they make pupils ready for the next stage in their education, and they are.

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Attendance and behaviour Expected standard

Leaders have created a welcoming environment in which pupils enjoy coming to school and attend regularly. The school carefully checks attendance daily. It identifies purposeful actions to support all pupils, including those who are disadvantaged or have special educational needs and/or disabilities (SEND). Leaders work closely with families to remove barriers and help pupils to attend more regularly.

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Attendance and behaviour Expected standard

Tailored strategies for individual pupils have improved attendance, including for disadvantaged pupils. This helps pupils to feel settled and included in the life of the school. Clear routines and consistent communication help pupils, staff and families to understand the school's expectations and maintain regular attendance over time.

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Attendance and behaviour Expected standard

Pupils behave well and are polite, kind and cooperative. They show respect to adults and one another. Leaders set high expectations for behaviour and conduct. Most pupils consistently meet these. Pupils understand and follow clear routines and rules. This creates a calm and orderly environment.

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Attendance and behaviour Expected standard

Pupils settle quickly into lessons and usually focus on learning without distraction. Bullying is rare. Staff deal with any unkind behaviour quickly and sensitively. Staff know the pupils well. They provide thoughtful adjustments for pupils with SEND. Pupils develop positive attitudes, engage with their learning and show consideration for others.

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Curriculum and teaching Expected standard

Leaders have put in place a broad, ambitious and well-ordered curriculum. They know where this is working well and where further refinements are needed. Knowledgeable staff are skilled at explaining. They model new concepts and learning clearly. Tasks are well designed to build on pupils' prior learning. However, leaders are working to ensure that staff check pupils' understanding consistently well, so that gaps in knowledge are identified quicker and addressed effectively.

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Curriculum and teaching Expected standard

Throughout the school, the development of pupils' basic skills in reading and mathematics is a priority. Staff choose texts carefully to support pupils’ understanding. This helps pupils to build their vocabulary effectively. Typically, staff successfully make sure that pupils have the practice that they need to become confident with these skills. At times, however, some pupils in key stage 1 require further support to help them to develop and rehearse their ideas orally before writing them down.

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Curriculum and teaching Expected standard

Overall, staff have a secure understanding of pupils’ needs and barriers to learning. They adapt learning when this is needed and support pupils well. For example, staff use information about pupils to ensure that teaching is carefully designed around their identified needs and targets. They provide sensitive support so that pupils with special educational needs and/or disabilities access the curriculum confidently.

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Early years Expected standard

Children get off to a positive start in the early years. They learn in a calm, well-organised environment where routines are clear and expectations are high. This helps children feel safe, confident and ready to learn. Children play and learn together happily. They respond well to adults and show growing independence.

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Early years Expected standard

The early years curriculum is appropriately ambitious and carefully planned. Teachers usually use their checks effectively to adapt activities so that every child makes progress. Staff model language clearly and encourage children to use talk partners, building vocabulary and social skills. The curriculum helps children to practise and apply what they have learned. For example, children use resources such as cubes and counters to support their understanding in mathematics.

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Early years Expected standard

Early reading is a priority. Children learn phonics securely, and handwriting is developing through targeted support and finger-control activities. Teachers check how children are faring and make timely adjustments. Leaders monitor provision and work closely with parents and external agencies to meet individual needs. Children, including those who are disadvantaged or those with special educational needs and/or disabilities, progress well from their starting points and typically leave Reception well prepared for Year 1.

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Inclusion Expected standard

Leaders have high expectations for pupils. They promote a culture where diversity is celebrated and every pupil is valued. Decisions made are invested in pupils’ best interests. For instance, leaders have made changes to resources and the environment to support pupils' individual needs and overcome any barriers to learning or wellbeing that they may have. This ensures that pupils feel a sense of belonging and enables them to focus on their education. Consequently, pupils develop increased confidence and independence during their time at the school.

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Inclusion Expected standard

Leaders ensure that staff receive the training they require to identify pupils' needs and help pupils to access their learning. They work efficiently with external specialists and pupils’ families to ensure that the support provided to pupils is effective. Leaders check this carefully and use their evaluations to inform their ongoing work. As a result, pupils with special educational needs and/or disabilities and those known to social care progress well through the curriculum from their individual starting points.

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Inclusion Expected standard

Additional funding is used appropriately to enhance access to the curriculum for disadvantaged pupils. This enables these pupils to achieve well. Leaders check that this money is having a positive impact on pupils' education and wellbeing.

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Leadership and governance Expected standard

Leaders, including governors, have fostered a culture of high expectations for pupils’ academic and wider development. They empower staff to take strategic actions, which ensures a positive experience for all pupils.

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Leadership and governance Expected standard

Leaders make decisions in the best interests of all pupils, particularly those who are disadvantaged, have special educational needs and/or disabilities or face other barriers to learning. They ensure that these pupils receive the support they need to succeed.

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Leadership and governance Expected standard

Leaders and governors work purposefully to raise aspirations for what pupils can achieve. Together with staff, they work effectively to ensure that pupils have every opportunity to achieve well. Leaders have a secure understanding of strengths and areas they need to prioritise. This has led to improvements since the last inspection. They have put into motion the right actions to ensure that pupils learn even more effectively.

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Leadership and governance Expected standard

Governors fulfil their statutory duties and know the school’s context well. They challenge leaders effectively to ensure that pupils’ educational experience is usually of a high quality.

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Leadership and governance Expected standard

Leaders prioritise the workload and wellbeing of staff. This helps staff to feel valued, and there is a real team spirit. An open culture exists in the school where staff feel empowered to share their views. Staff benefit from a well-structured professional development programme that is informed by research and tailored to the school’s strategic priorities.

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What it's like to be a pupil at this school

Pupils are very proud to ‘belong together’ at this happy school at the heart of the local community. There is a calm and kind atmosphere here. Staff know the pupils well and foster a culture of mutual respect and care. Parents and carers praise the efforts staff make to help their children achieve, belong and thrive.

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What it's like to be a pupil at this school

Staff form trusting relationships that help pupils to feel safe. Incidents of bullying or discrimination are uncommon. Pupils are confident that staff will help them deal quickly with any concerns they may have. They feel listened to and important. Pupils have a deep sense of belonging. Pupils attend school regularly. They leave school extremely well prepared for the next stage in their lives.

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What it's like to be a pupil at this school

Pupils, including those who are disadvantaged or have special educational needs and/or disabilities, work hard to meet the expectations that staff have for their behaviour and achievement. Typically, pupils achieve well, particularly in reading and mathematics. Where there are gaps in pupils’ writing knowledge, the school is working hard to address these. Overall, pupils have the knowledge required to understand what is being taught and have positive attitudes towards school.

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What it's like to be a pupil at this school

Pupils benefit from a wide range of experiences that are matched carefully to their learning. For example, pupils deepen their geographical knowledge with a visit to Wisley Gardens and their knowledge of structures through a bridge-building workshop.

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Team inspector:

Kate Magliocco, Ofsted Inspector Pupils develop a real sense of responsibility through the leadership roles. These roles include play leaders and eco-council. Pupils’ horizons are broadened through taking part in a range of activities, such as sporting and musical events. Leaders ensure that these opportunities are open to all pupils.

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Next steps

Leaders need to further develop staff expertise in checking and deepening pupils' understanding so gaps and misconceptions can be addressed effectively. Leaders should continue to develop pupils' writing by embedding their approach to accurate and well-sequenced letter formation and spelling.

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About this inspection

The chair of the board of governors in this school is Ann Tann.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and staff. They also spoke with the school's improvement partner from the local authority and a representative from the diocese. The lead inspector met with members of the governing board, including the chair.

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About this inspection

The school is registered as having a Church of England religious character. The most recent section 48 Statutory Inspection of Anglican and Methodist Schools took place in December 2017.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The headteacher took up their post in September 2023.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 26.3%

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2022/23 (3 term) 5.3% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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