Schools & FE · Report card

All Saints CofE VA Primary School

Inspected 23 Jun 2026 · published 8 Sept 2026 · URN 122096

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Summary

No overall grade in this frameworkSafeguarding met

Claire Stylianides (lead), Ben O'Connell, Paul Lowther, Wendy Gordon

What we read, and from where

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Achievement verified
Needs attention
Attendance and behaviour verified
Needs attention
Curriculum and teaching verified
Needs attention
Early years verified
Needs attention
Inclusion verified
Needs attention
Leadership and governance verified
Needs attention
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
23 Jun 2026
Inspectors verified
Ben O'Connell, Claire Stylianides, Paul Lowther, Wendy Gordon
Postcode verified
NN2 7AJ
Name on report verified
All Saints CofE VA Primary School
Safeguarding verified
Met
URN verified
122096

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementNeeds attention
Attendance and behaviourNeeds attention
Curriculum and teachingNeeds attention
Early yearsNeeds attention
InclusionNeeds attention
Leadership and governanceNeeds attention
Personal development and wellbeingExpected

Tone of the report

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

+13Mostly positivemore positive than 9% of reports of this type

Reads more critically than most reports of this type.

Praiseeffectivehigh expectationsconsistentlyeffectivelypositivesuccessfulfeel safeengaging

Criticisminconsistenciesgapsinconsistentnot effectivevariableweaknessesineffectiveconcerns

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1579w+11
Leadership243w−36
Safeguarding51w−11
What needs to improve154w+78

Strengths

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Concerns

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Next steps

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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: 16
Words of findings: 2,024; about usual (typical 1698)
Reading level: Hard; Flesch 42, typical 43
Average sentence: 16 words
Next steps: 6; typical 3
Hedged sentences: 23%; “some”, “not always”, “most”…

Where the words go

Findings 53%Leadership 8%Safeguarding 2%What needs to improve 5%About the inspection 32%

Full report text

All Saints CofE VA Primary School

Address: Boughton Green Road, Kingsthorpe, Northampton, Northamptonshire, NN2 7AJ Unique reference number (URN): 122096

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

Personal development and wellbeing Expected standard

Leaders ensure that the personal, social, health and economic education curriculum prepares pupils well for life beyond school and in their community. Pupils learn about healthy relationships and how to stay safe, including when they are online. Pupils learn about knife crime and know the risks of social media, for example. They know how to act responsibly and seek help when they need it.

p.2

Personal development and wellbeing Expected standard

The school's Christian distinctiveness guides pupils' personal development, including through daily collective worship. In addition to the school’s values, pupils develop a suitable understanding of fundamental British values overall. Mostly, pupils treat one another with respect as a result. They learn about different faiths and understand ways that people can be treated differently. They know that discrimination and racism are wrong, although a few pupils occasionally use racist language. Pupils understand how they can serve their community and some pupils take on leadership responsibilities, such as ‘wellbeing ambassadors’. Pupils confidently share their views and appreciate that leaders listen to their ideas. The annual ‘culture day’, which pupils suggested, promotes their understanding of cultural diversity and enables them to celebrate the richness of their school community.

p.2

Personal development and wellbeing Expected standard

The school provides well-considered pastoral support. Some pupils choose to use ‘the hub’ or wellbeing club at lunchtimes which give them ways to talk about and manage their emotions. The targeted breakfast club helps some disadvantaged pupils feel ready to learn and improves their attendance.

p.2

Personal development and wellbeing Expected standard

Generally, pupils benefit from a range of opportunities to broaden their horizons and develop character, talents and interests. The school takes pride in ensuring that all pupils learn how to play brass instruments or steel drums if they are interested. While some pupils, parents and carers would like a greater range of trips and clubs, leaders track participation and provide financial support, for example, to ensure the extracurricular opportunities are inclusive.

p.2

Achievement Needs attention

The school’s published results show that pupils’ attainment over time is below national averages, including for disadvantaged pupils. This is particularly because some pupils do not develop a secure foundation in mathematics and in writing. This means that they are not as well prepared as they should be for their next stage of learning. Leaders have made recent improvements to the curriculum to strengthen this knowledge. Since these improvements are in their infancy, it is too soon to see the full impact. Additionally, inconsistencies in teaching mean that some gaps in pupils’ mathematics and writing knowledge persist. The variable support for pupils with special educational needs and/or disabilities, limits the progress these pupils make from their starting points. Overall, pupils generally develop a suitable understanding in other curriculum subjects. They recall key ideas from topics they have studied and can link these with their current learning.

p.2

Attendance and behaviour Needs attention

While most pupils behave well and try their best overall, there are inconsistencies in pupils’ behaviour that impact on their learning. Mostly pupils want to follow the school’s values, but they are unclear what this looks like at times. Leaders do not ensure that staff have consistent high expectations, routines and support for pupils. Changes in staff add to the inconsistency. Leaders do not monitor pupils’ behaviour closely enough to identify aspects of concern. They have made some improvements in how they and staff support pupils with barriers to managing their behaviour. Positive impact is evident in the significant reduction in suspensions rates, which were previously above average. That said, the support for these pupils is still inconsistent, which can lead to some disruption in classrooms. The school does not tolerate bullying and discrimination. Leaders take effective action to deal with incidents

p.3

Attendance and behaviour Needs attention

Leaders communicate their expectations of attendance clearly. They keep a close eye on pupils’ absence, acting swiftly when it increases. Leaders both challenge and support families to make improvements. They address barriers to attending well, by providing additional pastoral support for example. As a result, attendance rates align with national averages consistently, including the attendance of vulnerable pupils.

p.3

Curriculum and teaching Needs attention

While there are some strengths in teaching, there are inconsistencies in the quality which hinder how well pupils secure essential knowledge. Leaders have begun to address the weaknesses. However, recent work to develop staff expertise is not embedded across the school. Strategies that teachers use to check pupils’ learning in lessons are sometimes not effective in identifying misconceptions. Sometimes teachers do not adapt their teaching when pupils have misconceptions or gaps from their prior learning. Although staff make adaptations for pupils with special educational needs and/or disabilities, these adaptations are occasionally ineffective. This is because staff do not consider consistently pupils' curriculum progress, barriers to learning or strategies outlined in their support plans.

p.3

Curriculum and teaching Needs attention

The curriculum is designed well across all subjects to enable pupils to build knowledge coherently over time. Leaders recently strengthened the curriculum for mathematics, by ensuring there is more opportunity for pupils to develop fluency with numbers and arithmetic. They are developing the teaching of writing too, which is beginning to have a positive impact. Leaders are improving the consistency of phonics teaching. Teachers make sure that pupils have books that match the sounds they know to develop fluent reading. When teachers identify gaps in this knowledge, largely they prioritise additional support to help pupils catch up.

p.3

Early years Needs attention

The quality of teaching and the provision in early years is variable. It hinders how well children develop the essential foundations they need to be well-prepared for Year 1. Leaders know that children’s achievement is not high enough and what needs to improve. They are acting on this. Leaders are developing staff expertise in teaching number, engaging children in high-quality discussions and checking children’s learning effectively. Some work is in its infancy.

p.3

Early years Needs attention

Leaders reviewed the curriculum so that it is designed well to support children’s development in all areas of their learning. Largely, the teaching of phonics is effective. Mostly children apply this knowledge to complete reading activities with some independence. Staff model how they expect children to engage with activities. When they guide children in activities, they mainly support learning effectively. Sometimes the activities staff design lack clear purpose and they do not focus on the key knowledge children need to learn. For example, staff do not make sure children develop their dexterity and use pens accurately when they are colouring. Overall, staff make suitable adaptations when children have barriers to learning. Children are settled and form warm relationships with staff and friends. They follow routines with confidence.

p.4

Inclusion Needs attention

While leaders are hugely committed to ensuring the school is inclusive and supports all pupils to thrive, there is too much variability in the support for pupils with special educational needs and/or disabilities (SEND).

p.4

Inclusion Needs attention

Leaders are proactive at engaging with parents and carers and specialist professionals, including in the local authority, to ensure they identify pupils’ needs quickly and accurately. They ensure pupils with SEND have suitable support plans with clear targets that set out the support they need. Recognising a rapid increase in the numbers of pupils with SEND, leaders responded quickly by reviewing the support available. They worked with specialist professionals to organise effective bespoke provision for a few younger pupils with more complex needs. They make effective use of alternative provision. Leaders draw on support from specialists to develop staff expertise. This is not embedded. Staff do not consider pupils’ needs or use pupils’ support plans well enough. This hinders how successful and independent pupils with SEND can be.

p.4

Inclusion Needs attention

Leaders and staff understand pupils' pastoral needs well. They use additional funding, such as for the targeted breakfast club, mainly effectively to meet these. However, their use of pupil premium funding has less impact on improving disadvantaged pupils' achievement.

p.4

Leadership and governance Needs attention

While leaders are acting in the right areas, their actions are not leading to consistent improvements across the school. Leaders have an accurate evaluation of the school, and they know what needs to improve. Responding to increased vulnerable needs in the school community and some turbulence in staffing, has slowed the rate of improvement in part. However, leaders focus on driving and checking the progress of improvement lacks rigor. They do not keep a close enough eye on all areas of the school’s work. This means that their policies and improvements are not embedded across the school, which leads to inconsistencies in the quality of teaching and in supporting pupils’ needs and behaviour. Governors fulfil their statutory responsibilities, in relation to safeguarding for example. They have oversight of the school’s work to support and challenge leaders and ensure decisions are made in the best interests of pupils. However, their oversight is not robust. Governors do

p.4

Leadership and governance Needs attention

not hold leaders to account for pupils’ academic outcomes and making improvements consistently well.

p.5

Leadership and governance Needs attention

Leaders support staff in their professional development. They align their programme to the school’s improvement work and draw on expertise from the wider professional community. Leaders consider staff workload and wellbeing. However, some staff feel less supported and valued as most staff.

p.5

Leadership and governance Needs attention

Some parents and carers do not understand and are unhappy with aspects of the school. Leaders and governors recognise that their engagement with parents is not as constructive as it could be.

p.5