All Saints CEVA Primary School and Nursery

All Saints CEVA Primary School and Nursery

Address: Castle Street, All Saints Ceva Primary School and Nursery Unit, Wellingborough, Northamptonshire, NN8 1LS Unique reference number (URN): 121998

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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

Leaders integrate pupils’ personal development and wellbeing into every aspect of the school’s work. The school’s multi-faceted personal development programme is designed carefully to reflect the school’s town centre context. Leaders use their detailed knowledge of pupils to provide a carefully tailored and enriching programme. It makes a positive difference to pupils’ confidence, resilience and independence, preparing them very well for their future lives.

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Personal development and wellbeing Strong standard

Pupils learn how to be healthy and safe in their relationships, out and about in their communities and when they are online. This learning starts in the early years where, for example, children brush their teeth daily in school to learn about good oral hygiene habits. Older pupils understand important concepts like consent and know about risks and consequences, including when using technology. Leaders ensure pupils learn how to be healthy in mind as well as in body. Leaders track pupils carefully through the emotional wellbeing programme, anticipating well when pupils need extra pastoral support. Trained staff provide effective help in ‘the hive’, particularly supporting the most vulnerable pupils. Pupils know how to seek help for themselves, including at the lunchtime ‘better choices' club.

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Personal development and wellbeing Strong standard

Pupils are well equipped with the knowledge, values and understanding needed to live harmoniously and contribute positively to a diverse and inclusive society. They consider different viewpoints thoughtfully and respectfully. They understand democratic processes and actively campaign to hold ‘Good Samaritan’ roles like head prefects. During elections, pupils make informed decisions when voting.

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Personal development and wellbeing Strong standard

Leaders ensure that every pupil benefits from a thoughtfully selected programme of ‘non- negotiable’, enriching and character-building experiences. These include performing on a stage, holding a leadership role, learning first aid, and visiting theatres and museums. Through an extensive range of extra-curricular clubs and activities, pupils develop interests and talents in music, arts, the environment, dance and many sports.

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Achievement Expected standard

Typically, pupils’ attainment in national assessments prepares them well for secondary school. Disadvantaged pupils achieve generally in line with their peers. This is typically because pupils have secured essential knowledge in reading, writing and mathematics. Since leaders strengthened the teaching of reading, more pupils achieve a high standard. The standards pupils reach in mathematics, including in the Year 4 multiplication check, have declined slightly but leaders are addressing this. Pupils become increasingly competent writers. They make ambitious vocabulary choices in their engaging compositions. They progress well from meaningful mark-making to accurate letter formation in their earlier stages. Older pupils develop fluent joined handwriting. Pupils build suitable knowledge throughout the curriculum. Due to the activities teachers provide, sometimes the work pupils produce is limited in quality and does not fully capture the depth of their understanding.

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Achievement Expected standard

While pupils with special educational needs and/or disabilities progress steadily from their individual starting points, their progress could be stronger with consistently effective adaptations.

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Attendance and behaviour Expected standard

Pupils attend well. Usually, levels of pupils’ attendance are above national averages, including for vulnerable groups of pupils. Leaders keep a close eye on pupils’ absence and act swiftly when necessary. They work sensitively with families to understand any barriers to attending school regularly and provide helpful support to overcome them. Leaders are strengthening their strategies to tackle a recent increase in pupils’ absence.

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Attendance and behaviour Expected standard

Leaders have high expectations for pupils’ behaviour. They revised their approaches for helping pupils live up to their expectations, making sure everyone understands what their idea of positive behaviour looks like. Pupils behave well and have positive attitudes most of the time. Like they do with attendance, leaders monitor pupils’ behaviour closely. They are working on even greater consistency in how staff apply the behaviour policy and routines. Pupils learn how to manage their emotions. When this is a barrier for a few pupils, staff support them very well. Consequently, learning and social times are positive. Older pupils act responsibly and support younger pupils to do the same. Hurtful behaviour or bullying is rare, but pupils are confident that if there was any incident like this, staff would deal with it quickly and caringly.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum that builds pupils’ knowledge well over time. They have an accurate and informed understanding of the quality of the curriculum and its delivery. Leaders make continual refinements to improve the impact where needed. They prioritise the key knowledge that pupils need to learn and ensure pupils receive the support needed to keep up with the curriculum. Mostly, pupils receive effective support to catch up with phonics and reading. Leaders strengthened the provision for reading and writing and, more recently, turned their attention to strengthening the teaching of mathematics. They are working on ensuring that pupils have greater opportunity to secure fluency with numbers and arithmetic and develop their reasoning skills.

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Curriculum and teaching Expected standard

Teaching is largely effective, due to leaders’ continuous focus on developing staff expertise. Teachers explain new learning clearly in suitable steps to build pupils’ understanding. They check pupils’ learning regularly to assess what pupils have learned and identify gaps in their knowledge. Sometimes learning activities do not support pupils’ understanding well or build on what they know. While staff always support pupils with special educational needs and/or disabilities, the adaptations they make do not consistently align with these pupils’ support plans which hinders their learning.

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Early years Expected standard

Leaders are highly ambitious for children’s education in the early years. The meticulously designed curriculum supports children’s development from starting nursery to the end of the Reception Year effectively. Leaders pay great attention to the organisation of the provision, including the quality of the resources and learning activities. Staff ensure children learn clear routines and expectations, so they feel secure and become increasingly independent.

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Early years Expected standard

Children achieve well overall. While many start school at the very early stages of learning English, they make marked progress in all areas of their learning, preparing them well for Year 1. This is because staff emphasise children’s language development throughout the provision. When playing in the water for example, staff help children understand precise vocabulary while describing their actions. Well-chosen stories are central to children’s learning, which they learn to retell with confidence. Phonics teaching is mostly effective. Children use this knowledge to begin writing stories by themselves. In the nursery, they learn to hold tools and pencils correctly, while the Reception Year develop accurate letter formation. Leaders ensure staff develop their expertise to support children’s learning through high-quality talk. However, staff do not maximise opportunities at less formal times yet, particularly to support the most vulnerable children.

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Inclusion Expected standard

Even before children start school in the early years, leaders begin to identify their needs and any barriers they may face. Many children come from families where English is spoken as an additional language, so leaders ensure there is a clear focus on their language development as a priority. Effective support diminishes this barrier quickly.

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Inclusion Expected standard

Leaders work closely with parents and carers and external specialists to ensure that they identify pupils’ needs accurately. Pupils with special educational needs and/or disabilities (SEND) and those known to social care have clear individual support plans. Staff receive suitable training to help make adaptations that overcome barriers to learning. Largely, staff enable these pupils to access a broad curriculum and benefit from all aspects of school life. However, leaders do not check systematically how staff use support plans to adapt learning. Consequently, support for pupils with SEND is not consistently effective.

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Inclusion Expected standard

Leaders understand the challenges disadvantaged pupils face and target additional funding to support in these areas. Disadvantaged pupils thrive on effective pastoral support and fully inclusive access to the personal development and extra-curricular provision. Leaders are strengthening their oversight of these pupils’ progress and their approaches to accelerate pupils’ academic attainment.

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Leadership and governance Expected standard

Leaders have an astute understanding of the school and its strengths. Through their careful analysis of pupils’ experiences, they identify precisely the key areas that need further development. They act on these quickly and decisively, ensuring their actions have the intended impact. For example, they have strengthened the teaching of English and writing. They are working on strengthening mathematics teaching, in addition to the support for the increasing number of pupils with barriers to learning.

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Leadership and governance Expected standard

Leaders and governors are committed to their vision of instilling a passion for learning, high aspirations and respect for all. They focus on the holistic development of pupils, acting in pupils’ best interests. Governors understand and meet their statutory duties. They have benefited from recent training, enabling them to question the detailed information they receive and hold leaders to account. However, the level of challenge they provide is not robust across all aspects of the school’s work.

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Leadership and governance Expected standard

Staff and leaders are a close-knit group that liken themselves to a family. Staff appreciate how leaders consider their wellbeing and workload and listen to their views. For example, they reflect together on the impact of new initiatives or strategies and let go those that are not worthwhile. Leaders consider carefully the professional learning and support for staff so that it is meaningful and enables staff to implement improvements with confidence.

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Leadership and governance Expected standard

Parents and carers speak highly of the school, its leadership and the care and education of their children. Regular communication helps parents know how to support their child’s development.

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

Every pupil benefits from the warm and nurturing environment at All Saints CEVA Primary School and Nursery. Pupils have a strong sense of community and belonging because staff know them and their individual needs well. If they have any difficulty accessing any aspect of school life, staff support them well to participate fully. Pupils are proud of their school and they attend regularly.

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

Pupils behave well. They understand the school rules and the ‘star’ expectations of ‘wonderful walking’ and ‘super sitting’, which they do most of the time. Pupils treat each other with respect and compassion. They feel safe and bullying is not a worry because it is rare. Pupils have confidence in staff to respond quickly to any concerns. Lunchtimes on the playground are a joyful experience. Pupils thrive through the wide range of exciting opportunities to play and cooperate with their friends. They learn teamwork and negotiation, in addition to developing interests such as in music, gardening, den-making and sports.

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

Leaders are staunch in their commitment to ensure that pupils become well-rounded, considerate, happy, confident, independent and resilient members of society. Pupils gain a sound sense of the school’s values such as thankfulness, perseverance and service. Pupils learn well the importance of responsible citizenship and contributing actively to their communities through the numerous ‘Good Samaritan’ roles in school. Whether they are prefects, house captains, road safety officers, class ambassadors or happiness heroes, pupils take their role seriously and embrace the school’s vision to ‘work at it with all your heart’.

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

Children get off to a positive start to their education in the nursery and Reception Year. Pupils are enthusiastic learners and build their knowledge steadily through the school to

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Lead inspector:

Claire Stylianides, His Majesty's Inspector

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Team inspectors:

Ben Waldram, Ofsted Inspector Suzanne Tryner, Ofsted Inspector achieve outcomes in line with national averages. Overall, the school prepares pupils well for their next stages and their lives beyond school.

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Next steps

Leaders should continue their work to secure consistent and highly effective teaching. They should ensure that staff match teaching activities consistently well to what pupils know and need to learn. Leaders should strengthen their monitoring of the support for pupils with barriers to learning. They should ensure that pupils’ individual education plans and targets consistently inform the support staff provide. Governors should continue to develop their expertise so that they support and challenge leaders robustly across all areas of the school’s work.

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About this inspection

The chair of the board of governors in this school is Pat Thomas.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005. Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other school leaders. They also spoke with leaders about their oversight of the school’s work in a particular aspect, such as inclusion. The lead inspector met with representatives of the governing body and with a representative from the local authority.

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About this inspection

The inspectors confirmed the following information about the school: The school offers nursery provision for 3- and 4-year-old children. This school is registered as having a Church of England religious character. The school’s most recent section 48 inspection was in October 2024. The school currently uses no alternative provision.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

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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 6 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 needs support 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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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 63% 62% Close to average

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average

2023/24 (final) 60% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 81% 75% Close to average

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average

2023/24 (final) 70% 74% Close to average

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average

2022/23 (final) 77% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (final) 72% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 75% 74% Close to average

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average

2023/24 (final) 73% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 57% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2023/24 (final) 71% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 57% 59% Close to average

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average

2022/23 (final) S 59% S ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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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

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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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