Allscott Meads Primary Academy

Allscott Meads Primary Academy

Address: Aldescote Way, Telford, TF6 5FA Unique reference number (URN): 149446

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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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Achievement Strong standard

Pupils achieve highly from their starting points in reading, writing and mathematics. Leaders prioritise fluency from the early years, ensuring pupils build strong foundations for future learning. New starters make rapid and sustained progress.

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Achievement Strong standard

Children in the early years achieve highly and are very well prepared for the next stage. By the end of key stage 1, pupils have the essential knowledge and skills they need for continued success. Early reading is prioritised, resulting in above-average outcomes.

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Achievement Strong standard

Pupils with special educational needs and/or disabilities, and disadvantaged pupils, make very secure progress from their individual starting points, ensuring they are ready for their next stage of education.

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Achievement Strong standard

Across wider subjects, pupils develop deep knowledge and understanding. They produce high-quality work and apply their learning with confidence. Pupils articulate their ideas clearly and accurately. As a result, they are very well prepared for the next stage of education and leave with the knowledge, skills and confidence needed to succeed.

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Attendance and behaviour Strong standard

Attendance is a clear priority for the school and leaders communicate its importance to families from the moment they join the community. Engaging lessons, a strong sense of belonging and calm, purposeful classrooms encourage pupils to attend regularly. High attendance rates reflect this success. Leaders identify and understand the barriers to attendance, tracking all individuals and groups carefully through a systematic approach that allows them to spot patterns quickly and act promptly. As a result, leaders have secured sustained improvements for individuals and key groups, including those who were previously persistently absent.

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Attendance and behaviour Strong standard

Leaders set ambitious expectations for behaviour and pupils consistently meet them. Pupils show politeness, respect and kindness and they warmly greet one another and visitors. Disruptions very rarely occur and staff address them immediately through a consistent, relationship-based approach. Clear routines ensure smooth movement around the school, while pupils demonstrate effective self-regulation and resilience. Staff model expectations consistently well, reinforcing positive behaviour.

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Attendance and behaviour Strong standard

During social times, pupils play cooperatively and apply taught strategies to manage conflict effectively. Leaders monitor behaviour closely, identify patterns and act swiftly. Bullying is rare and staff deal with any incidents robustly. Regular communication with families strengthens shared expectations and supports pupils’ positive conduct.

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Curriculum and teaching Strong standard

Leaders have an acute understanding of the curriculum and teaching. This informs well- judged decisions that drive continuous improvement. The curriculum is highly ambitious and carefully sequenced to reflect the school’s unique and growing context. Leaders review mixed-age planning regularly to ensure that learning is not repeated or missed. They map pupil pathways precisely. They identify the key knowledge, skills and vocabulary that pupils need. This helps pupils build secure foundations for future learning. Leaders prioritise reading, phonics and early mathematics so pupils gain the essential skills to access the wider curriculum with confidence. They are continuing to embed a new spelling programme to ensure all pupils, including new starters, rapidly build on and embed key knowledge successfully.

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Curriculum and teaching Strong standard

Teaching is purposeful and supported by teachers' very secure subject knowledge. Staff explain new concepts clearly and use precise vocabulary. They check pupils’ understanding often. Teachers use assessment effectively to identify gaps and adapt learning, so work is well matched to pupils’ needs. Lessons engage pupils and develop their oracy, writing and fluency skills. Teachers extend learning to deepen understanding further.

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Curriculum and teaching Strong standard

The curriculum and teaching are highly inclusive. Staff make timely and personalised adaptations for pupils with special educational needs and/or disabilities. As a result, pupils develop confidence, take part fully and achieve consistently well across the curriculum.

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Early years Strong standard

The early years provision is highly effective and gives children an excellent start to their education. Leaders demonstrate high levels of expertise and make well ‑ considered curriculum decisions that support all children to consistently achieve well. The atmosphere is warm, nurturing and purposeful. Staff interact skilfully with children, offering guidance while encouraging independence and curiosity.

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Early years Strong standard

Across Nursery and Reception, well ‑ established routines and highly skilled staff enable children to sustain focus, develop independence and embed highly positive learning behaviours. Children respond quickly to expectations and behave consistently well. The calm and purposeful environment provides rich opportunities to build strong foundations in reading, writing and mathematics. Staff set high expectations and prioritise secure letter formation, number fluency and high ‑ quality phonics teaching.

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Early years Strong standard

Leaders create engaging indoor and outdoor environments that promote language, exploration and creativity. Role play and outdoor learning are purposeful and stimulating. Experiences are meaningful and memorable. For example, themed days such as ‘farm day’ enrich the curriculum and deepen learning.

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Early years Strong standard

Children make strong progress from their starting points and are very well prepared for Year 1. Leaders track progress closely and ensure support is timely and effective, particularly for disadvantaged children and those with special educational needs and/or disabilities. Professional development is sharply focused and has clear impact. Staff consistently promote spoken language. Comprehensive transition arrangements and close parental engagement ensure children settle quickly and thrive.

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Inclusion Strong standard

Allscott Meads is a highly inclusive school where everyone is welcome and difference is truly celebrated. Leaders have firmly established this culture by prioritising strong relationships at the heart of school life. They value every child as an individual. They set ambitious expectations and remove barriers so every pupil thrives academically, socially and emotionally.

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Inclusion Strong standard

Leaders provide a clear and highly effective system of support for pupils with special educational needs and/or disabilities. Staff quickly identify pupils who need extra help; they act without delay. They provide the right support at the right time. Pupils who join the school at different points receive tailored support, so they feel welcomed and settle quickly into the Allscott community. Skilled staff adapt learning consistently well to meet each pupil’s needs. Pupils benefit from personalised pastoral care, including counselling and open access to the ‘harmony hub’, which they value highly. Leaders use additional funding thoughtfully to enhance learning, wellbeing and opportunities for disadvantaged pupils.

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Inclusion Strong standard

Teachers adapt learning effectively, so pupils succeed. Staff embrace the mantra: ‘needs unseen, not unmet’. Leaders provide high-quality training and clear guidance. Systems help staff spot changing needs quickly. Leaders secure timely external support, review progress regularly and refine provision so all pupils achieve their potential. Parents and carers feel included, informed and well supported throughout their journey at Allscott.

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Leadership and governance Strong standard

Leadership is a clear strength of the school. Leaders show deep commitment to both progress and wellbeing across the whole school community. They have established a highly positive professional culture built on trust, positive relationships and teamwork. Leaders are highly ambitious for all pupils and maintain a visible and supportive presence across the school. Leaders reflect carefully on their work and take decisive action, adapting systems regularly to meet the needs of the growing school community.

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Leadership and governance Strong standard

Leaders maintain a clear and accurate understanding of the school’s strengths and priorities. They place pupils firmly at the centre of decision-making and base actions on current research and evidence. Change is introduced thoughtfully and implemented consistently. Staff contribute to key decisions, which strengthens collective ownership and ensures consistency in practice.

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Leadership and governance Strong standard

Staff feel valued and well supported. They speak positively about the inclusive culture and take great pride in their work. Leaders provide well-targeted professional development, with a sharp focus on supporting vulnerable pupils and those new to school. Trust networks enable staff to share expertise and access guidance and support freely.

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Leadership and governance Strong standard

Leaders for special educational needs and/or disabilities provide clear direction, ensuring training meets any emerging needs. The embedded coaching model supports and sustains the consistent high standards across school. There are numerous opportunities for staff to develop their own professional development, actively promoted and supported by the trust. The trust offers effective challenge and support while preserving the school’s unique identity. Governance is effective and meets statutory duties. Leaders consistently act in the best interests of all pupils.

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Personal development and wellbeing Strong standard

Leaders are deeply committed to pupils’ personal development and have created a highly inclusive and enriching programme at the heart of the school. A carefully planned curriculum, reinforced through assemblies, visits and themed experiences, helps pupils develop a strong sense of identity, belonging and community. Pupils reflect thoughtfully on their experiences and values. They show genuine respect for others and understand right and wrong. Leaders promote diversity and celebrate differences. As a result, pupils become confident, respectful individuals who contribute positively to the school community.

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Personal development and wellbeing Strong standard

The school promotes pupils’ spiritual, moral, social and cultural development well. Pupils cooperate, resolve conflict calmly and support one another. Leadership opportunities are purposeful. For example, pupils in the ‘support squad’ mentor new arrivals and help them settle quickly. Pupils new to school are very appreciative of this support. Pupils lead tours for visitors with confidence. They understand democracy through voting for roles and apply fairness and responsibility in daily life. They demonstrate a secure understanding of equality and fundamental British values through their actions.

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Personal development and wellbeing Strong standard

Leaders provide a rich range of opportunities that broaden pupils’ horizons. Pupils take part in the school choir, sports and residential visits such as Arthog. In the ‘Allscott acting up club’, pupils lead their own performances, building confidence and resilience. Pupils regularly contribute to the wider community. For example, they raise funds for a local care home and support a project to build classrooms in Nepal. These experiences deepen their understanding of the wider world.

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Personal development and wellbeing Strong standard

Leaders ensure that all pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, benefit through careful tracking and targeted support. Relationships and health education is comprehensive and relevant. Pupils understand how to stay safe, including online, and recognise local risks after teaching about issues such as rail, road and water safety. Effective pastoral care, including the harmony hub, helps pupils feel safe, build resilience and thrive. Pupils are very well prepared for life in modern Britain.

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

Allscott Meads opened its doors in September 2023 and has quickly established a highly inclusive, welcoming and aspirational community where every pupil is valued and supported to flourish. Pupils receive a warm, personal welcome each morning, with staff taking time to check how they are feeling so they are ready to learn. This nurturing approach is particularly effective for new starters, who settle quickly, build confidence and feel a true sense of belonging from the outset. Positive relationships underpin the school’s ethos, ‘Our school, our community’, creating a culture where pupils feel safe, respected and proud. Expectations for behaviour are high, and pupils consistently demonstrate kindness, self- discipline and maturity. Clear routines and well-established systems create calm, purposeful classrooms in which pupils are ready to learn. This starts in the early years. Children settle quickly and engage

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

with enthusiasm. Skilled staff deliver high-quality teaching that enables pupils to make very secure progress and achieve highly. Learning is enriched through residential visits, themed days, trust events and global projects, including supporting the building of classrooms in Nepal. These experiences broaden pupils’ horizons and raise aspirations.

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

Inclusion is central to the school’s work. Pupils who are disadvantaged, have special educational needs and/or disabilities, or face other challenges receive highly effective, tailored support. Staff are well trained to meet pupils’ needs, ensuring barriers to learning and wellbeing are swiftly reduced. Carefully planned transitions, including for pupils joining mid-year, ensure that all pupils feel confident and part of the ‘Allscott community’.

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

Pupils thrive socially, emotionally and academically. They are polite, respectful and proud of their school. The school’s values are evident in daily life, and initiatives such as ‘behaviour bees’ reinforce expectations and celebrate positive conduct. Attendance is high, and pupils arrive eager to learn. Consequently, pupils leave as confident, considerate individuals, exceptionally well prepared for their next stage.

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Next steps

Leaders should continue to embed the revised spelling programme to ensure that all pupils quickly develop and securely apply their spelling knowledge highly consistently. Leaders should continue to maintain the very high expectations for all pupils, resulting in sustained proportions of pupils achieving greater depth in reading, writing and mathematics over time.

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About this inspection

This school is part of the Learning Community Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Paul Roberts, and overseen by a board of trustees, chaired by Kevin Barton.

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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 inspection 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, deputy headteacher, executive primary director, human resources officer, school administrator, chief executive officer, chair of the trust, members of the local governing board, governance professional, named special educational needs and disabilities coordinator, designated safeguarding lead, staff, pupils and parents during the inspection.

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About this inspection

The school currently uses no alternative provision.

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Lead inspector:

Victoria Jordan, His Majesty's Inspector

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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 23 June 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 recorded number of pupils on roll does not reflect accurately the number of pupils who currently attend the school. This is because the school is growing rapidly. At the time of the inspection, there were 110 pupils on roll.

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What does this mean?

This free school opened in September 2023.

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What does this mean?

Headteacher: Kirsty Parkinson 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.

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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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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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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Disadvantaged pupils reaching the expected standard in reading

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

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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

‘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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national average

2024/25 (3 term) 11.5% 13.0% Close to average

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national average

2023/24 (3 term) 12.8% 14.6% Close to average

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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