Schools & FE · Report card

All Saints Catholic Primary School

Inspected 14 Apr 2026 · published 15 Jun 2026 · URN 132208

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Summary

No overall grade in this frameworkSafeguarding met

Nichola Tomkow (lead), Dawn Davies, Mark Ward

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Strong standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
14 Apr 2026
Inspectors verified
Dawn Davies, Mark Ward, Nichola Tomkow
Postcode verified
L20 4LX
Name on report verified
All Saints Catholic Primary School
Safeguarding verified
Met
URN verified
132208

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingExpected
Early yearsStrong
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+78Very positivemore positive than 61% of reports of this type

In line with other reports of this type.

Praiseeffectivelyconfidentthriveeffectivefeel safeexcellentpositivestrong

Criticismgapsweaknessesconcernsfall behindbelowlow

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1597w+79
Leadership221w+82
Safeguarding51w−11
What needs to improve30w+39

Strengths

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Concerns

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No strong criticism found.

Next steps

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Leaders should ensure that the curriculum, particularly in relation to writing, is consistently well taught across all year groups to meet the diverse needs of the pupils in this school. p.6

What the report dwells on

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Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,897; about usual (typical 1698)
Reading level: Hard; Flesch 48, typical 43
Average sentence: 14 words
Next steps: 1; typical 3
Hedged sentences: 2%; “some”, “not always”, “most”…

Where the words go

Findings 56%Leadership 8%Safeguarding 2%What needs to improve 1%About the inspection 33%

Full report text

All Saints Catholic Primary School

Address: Chesnut Grove, Bootle, Merseyside, L20 4LX Unique reference number (URN): 132208

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Attendance and behaviour Strong standard

Pupils’ attendance is high and reflects their enjoyment of school and learning. They arrive promptly each day, prepared and ready to learn. Leaders relentlessly promote the benefits of school attendance, and the pupils of All Saints buy into this. Pupils wear their attendance merit badges with pride. Pupils value school as a place of learning and do not want to miss a day. Leaders use well-thought-out systems to closely monitor attendance across pupil groups and individuals, with the right support offered at the right time. Leaders work sensitively with vulnerable families to ensure that school attendance is a priority.

p.2

Attendance and behaviour Strong standard

Excellent behaviour and conduct are deeply rooted in the values of the school. Pupils want to follow the rules and feel safe and secure in school. Pupils show self-control and admirable attitudes to learning. The school is a sanctuary of calm when pupils arrive to begin learning. Pupils show respect and consideration towards others. Good manners are the norm and pupils are polite and welcoming to visitors. Any form of bullying or discrimination is simply not tolerated. This creates a positive, calm and respectful environment across the school.

p.2

Early years Strong standard

Leaders have made astute decisions about how to design their curriculum to place a deliberate focus on early language, reading, phonics and early writing. Timely assessments mean that staff have an accurate picture of starting points and a clear overview of children’s individual needs. Teachers ensure that no child, including those who are disadvantaged and those with special educational needs and/or disabilities, is left behind. This is demonstrated through the strong progress they make from their typically low starting points. Staff provide genuine care and support in a nurturing manner.

p.2

Early years Strong standard

Leaders plan carefully for high-quality interactions with children. Staff’s secure knowledge of each child, their starting points and the curriculum ensures that these interactions are purposeful and promote children’s language development effectively. Children enjoy reading books with adults and singing songs and rhymes.

p.2

Early years Strong standard

With the help of ‘Fred the frog’, children throughout the early years build a confident understanding of phonics. Children are well prepared to reach a good level of development by the end of Reception.

p.2

Early years Strong standard

Close partnerships with parents and carers support learning. Staff share targets, discuss progress and guide parents on how to build on skills at home.

p.2

Inclusion Strong standard

Leaders demonstrate a strong and consistent commitment to fostering a highly inclusive learning environment. Pupils respond positively as they recognise that staff genuinely care about their wellbeing and academic success. Leaders are highly proactive in identifying pupils’ needs at the earliest possible stage. They use this insight to provide carefully tailored support that addresses barriers to learning effectively. Teachers are able to adapt their teaching approaches to meet individual needs. This enables pupils, including the significant number with special educational needs and/or disabilities, to thrive and achieve success.

p.2

Inclusion Strong standard

A large proportion of pupils speak English as an additional language, and effective strategies are in place to support and strengthen their communication skills. The school actively celebrates a rich diversity of languages and cultures. This helps create a welcoming environment where pupils feel valued and respected.

p.3

Inclusion Strong standard

Leaders ensure that pupil premium funding is used strategically and effectively. It is used to raise achievement and improve outcomes for disadvantaged pupils. Staff benefit from high- quality, purposeful training. They value the expertise from in-house speech and language therapists and a dedicated on-site educational psychologist. This equips staff to recognise and respond effectively to pupils' wide-ranging needs. As a result, staff are effective in reducing barriers to both learning and wellbeing.

p.3

Personal development and wellbeing Strong standard

All Saints’ provision for pupils’ personal development is woven into all aspects of the school. It is underpinned by leaders’ determination to ensure pupils develop positive characteristics towards becoming valuable citizens.

p.3

Personal development and wellbeing Strong standard

The school’s personal, social, emotional and relationships curriculum is comprehensive. It teaches pupils to know right from wrong and to understand when and how to seek help where necessary. Pupils know how to keep physically and mentally healthy. They understand the difference between conflict and bullying. Pupils understand the local risks they may face and how to keep themselves safe. They know how to stay safe online. Dedicated staff guide pupils. Additionally, leaders ensure access to resources such as 'worry links' so that pupils can articulate their emotions in their chosen safe spaces.

p.3

Personal development and wellbeing Strong standard

Leaders regularly review the offer in place to ensure it meets the broad range of pupils’ needs. Pupils know that they have a voice, and feel confident to express their personal views and preferences. Leaders listen. This results in clubs such as 'Extreme Frisbee', squash club, handwriting club and chess club being readily available. Pupils speak with enthusiasm about the multitude of extra-curricular clubs, trips and visits they have attended. They enjoy these times to further develop their social and physical skills among friends. Leaders ensure that pupils who are disadvantaged and those with special educational needs and/or disabilities are prioritised.

p.3

Personal development and wellbeing Strong standard

Pupils are aware that everyone is different. They celebrate this. They value what makes them unique and understand that families come in many forms. Pupils understand and value diversity. They appreciate that people have different beliefs, cultures, backgrounds and characteristics. This helps all pupils and families to feel a genuine sense of equality and belonging. Pupils understand fundamental British values. They experience democracy first hand through applying for roles such as digital leaders. They can articulate the ‘rule of law’ in school and in the wider world.

p.3

Achievement Expected standard

Most pupils start school with skills below those typical for their age, but quickly start to make progress through the curriculum. This begins in the early years, where staff swiftly and accurately identify each child’s starting point. Some pupils join the school partway through the year or later in the key stage, often with gaps in their learning. Published outcomes in writing are below average. However, the broader picture of writing achievement across the school is much stronger. Work from current Years 5 and 6 pupils shows they are achieving well.

p.4

Achievement Expected standard

More pupils are disadvantaged than the published data reflects. Leaders ensure that appropriate support is in place so these pupils can make expected progress in readiness for the next stages of education. Leaders check gaps often and give extra help, such as daily phonics practice and handwriting, when needed. Important groups such as disadvantaged pupils, pupils with special educational needs and/or disabilities and pupils known to social care also make positive progress.

p.4

Curriculum and teaching Expected standard

All Saints’ ambitious curriculum is coherently sequenced and appropriately structured, enabling pupils to build knowledge and skills progressively across year groups. This journey begins in Nursery and weaves through to Year 6. The curriculum sets out clearly what pupils need to know in each subject and year group. The quality of teaching is generally effective. Teachers adapt their lessons to support pupils with special educational needs and/or disabilities, ensuring that they can work alongside their peers.

p.4

Curriculum and teaching Expected standard

Leaders have prioritised the teaching of writing. Focused training has improved teachers’ confidence and subject knowledge in this area. Assessment is used well to help pupils to know how to improve their work and to strive for independence. There is also a clear focus on identification of gaps in key learning skills, such as in spelling or handwriting. Staff use this information to address any weaknesses effectively.

p.4

Curriculum and teaching Expected standard

In early years, reading is a priority. Staff teach phonics effectively to help pupils, who are at the early stages of learning, to read. A comprehensive programme is in place to ensure there is support for pupils who might fall behind. This helps most pupils to become fluent readers by the end of Year 1.

p.4

Leadership and governance Expected standard

The school’s vision, which is rooted in its Catholic ethos, drives a commitment to developing the pupils of All Saints both academically and pastorally. Leaders, including governors, know their school well. They understand the challenges that the diverse school population brings. They do all they can to ensure that disadvantaged and vulnerable pupils are included and thrive. Leaders are clear in their drive to build on strengths and address areas for improvement. Leaders share priorities with staff who understand the current areas for improvement. Leaders protect time for staff to have the training they need to carry out their roles effectively. Many staff appreciate the systems in place to support wellbeing and workload.

p.4

Leadership and governance Expected standard

The school's governance is effective. Governors know the school and its context well. They visit school regularly to speak with staff and work with pupils to check on the impact of leaders’ actions. They provide appropriate challenge and support to leaders. Governors have high expectations for what pupils should achieve, including children in the early years. They successfully fulfil their statutory responsibilities, such as those around safeguarding, pupil premium and staff wellbeing.

p.5

Leadership and governance Expected standard

Leaders are building stronger parental engagement through workshops, invitations to the school garden and coffee mornings. These provide meaningful opportunities to bring the community into school and help parents to have a greater insight into learning.

p.5