Schools & FE · Report card

All Saints Church of England Primary and Nursery School

Inspected 30 Jun 2026 · published 8 Sept 2026 · URN 149689

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Summary

No overall grade in this frameworkSafeguarding met

Emma Titchener (lead), Dan Owen, Sarahjane Cuncannon Edwards

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
30 Jun 2026
Inspectors verified
Dan Owen, Emma Titchener, Sarahjane Cuncannon Edwards
Postcode verified
DE13 7EF
Name on report verified
All Saints Church of England Primary and
Safeguarding verified
Met
URN verified
149689

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 behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

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

+61Positivemore positive than 31% of reports of this type

In line with other reports of this type.

Praisewell supportedeffectivehigh expectationseffectivelysuccessfullyenjoypositivefeel safe

Criticismgapsnot consistentlyconcernspersistent absenceabsencenot secure

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

Findings1585w+72
Leadership199w+27
Safeguarding51w−11
What needs to improve47w0

Strengths

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Concerns

Quoted from the report. Tap to see it on the page.

Staff provide targeted support to address gaps in pupils’ knowledge and most of these gaps diminish steadily. p.2

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance27
“Leaders have set high expectations for how pupils should behave.” p.2
Curriculum23
“Leaders should ensure that subject leaders make a consistently positive contribution to subject leadership.” p.6
Teaching & assessment12
“However, assessment is not used consistently by staff to revisit gaps in pupils’ knowledge.” p.3
Behaviour9
“Leaders have set high expectations for how pupils should behave.” p.2
Attendance7
“Leaders’ approach to maintaining and improving attendance is effective.” p.2
Progress & outcomes7
“Most pupils are well supported to catch up and maintain progress across the curriculum.” p.2
SEND & inclusion6
“Pupils with special educational needs and/or disabilities are generally well supported.” p.3
Reading & phonics5
“Leaders prioritise making sure that pupils secure basic knowledge in reading, writing and mathematics.” p.2

Anatomy of the report

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

Pages: 15
Words of findings: 1,882; about usual (typical 1698)
Reading level: Hard; Flesch 44, typical 43
Average sentence: 13 words
Next steps: 3; typical 3
Hedged sentences: 13%; “some”, “not always”, “most”…

Where the words go

Findings 55%Leadership 7%Safeguarding 2%What needs to improve 2%About the inspection 35%

Full report text

Nursery School

Address: Furlong Close, Alrewas, Burton-on-Trent, Staffordshire, DE13 7EF Unique reference number (URN): 149689

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

Achievement Expected standard

Overall, most pupils are ready for the next stage in their education. Typically, pupils learn the knowledge and skills they need across the whole curriculum. The work they produce is generally of an appropriate standard. Most pupils achieve well from their starting points. In a few subjects, pupils' achievement is not as high as it could be. This is partly due to small cohorts and historic underachievement in these subjects.

p.2

Achievement Expected standard

Leaders prioritise making sure that pupils secure basic knowledge in reading, writing and mathematics. Most pupils develop basic knowledge and skills successfully. Staff check that gaps in pupils’ basic knowledge and skills are closing quickly. Most of these gaps are now closing.

p.2

Achievement Expected standard

Pupils with special educational needs and/or disabilities, those who are disadvantaged, and those known or previously know to social care, make suitable progress from their individual starting points. These pupils gain the knowledge and skills they need across subjects.

p.2

Achievement Expected standard

Staff provide targeted support to address gaps in pupils’ knowledge and most of these gaps diminish steadily. Most pupils are well supported to catch up and maintain progress across the curriculum. Pupils are generally well prepared for their next steps.

p.2

Attendance and behaviour Expected standard

Attendance rates are high and pupils enjoy coming to school. Leaders’ approach to maintaining and improving attendance is effective. Pupils who experience challenges with regular attendance receive additional help and guidance. When absence become frequent, leaders respond quickly to address the issue. Leaders know pupils and their individual circumstances well and work closely with families. They build positive relationships so that attendance is regarded as important in the school community. This supportive approach helps pupils feel included and encourages participation in school life.

p.2

Attendance and behaviour Expected standard

From the start of the school day, pupils settle into routines quickly and the environment is safe and calm. Leaders have set high expectations for how pupils should behave. Staff support these expectations and pupils understand them. In lessons, most pupils listen and concentrate well. There are respectful and caring relationships between staff and pupils. Staff occasionally provide some pupils with helpful reminders about behaviour expectations during lessons. Pupils respond to these reminders appropriately. During lunchtimes and playtimes, pupils behave well then enjoy social interactions. They know that staff will deal with any problems that arise, including unkind behaviour, which is rare.

p.2

Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. Since the previous inspection, leaders have implemented a new curriculum for most subjects. The curriculum is clearly sequenced so that pupils build knowledge over time. Leaders have identified the aspects of the curriculum need further refinement and have appropriate plans in place to ensure it is taught effectively.

p.2

Curriculum and teaching Expected standard

Pupils in the early stages of reading receive daily phonics teaching, which supports their development well. Historic gaps in pupils’ phonic knowledge are being addressed and most of this work is effective.

p.3

Curriculum and teaching Expected standard

Leaders use assessment information to check what pupils know and can do. Where pupils have not secured essential knowledge and skills, additional support helps them to catch up. However, assessment is not used consistently by staff to revisit gaps in pupils’ knowledge.

p.3

Curriculum and teaching Expected standard

Leaders ensure staff have the right subject knowledge and skills needed to teach the full curriculum. This includes training, such as in adaptive teaching strategies. Teaching across subjects is generally effective. Leaders have previously identified improvements to how writing is taught. This work is successfully supporting improvements in the quality of writing teaching.

p.3

Early years Expected standard

The early years curriculum is carefully designed. It sets out clear learning intentions for each age and stage, helping staff to plan activities that support children's development. Children learn in a stimulating environment, where resources encourage exploration and curiosity.

p.3

Early years Expected standard

Staff interact with children, ask questions and guide learning. Discussions are extended to deepen understanding to ensure that children are prepared for the next stage. Activities typically include practising early writing, exploring numbers through counting and sorting and developing language through stories and conversations. In Reception, children learn about the world through themes, such as seasons, plants and everyday experiences, helping them build knowledge for Year 1. Staff maintain high expectations and most children respond with interest and involvement. They move through the curriculum with increasing confidence and build secure understanding across areas of learning. Early reading and phonics are prioritised alongside mathematics.

p.3

Early years Expected standard

Staff support transition well in readiness for the move to Year 1. They work closely with parents sharing information and guidance as needed. This partnership supports children's development and helps ensure a smooth transition into the next stage of education. This approach promotes independence, collaboration and resilience, enabling children to adapt well to new routines and expectations.

p.3

Inclusion Expected standard

Generally, the school identifies pupils who need extra support. Leaders work effectively with other agencies to carry out specialist assessments and to provide any specific support pupils need. They meet regularly with families to review provision and adjust it, whenever this is needed.

p.3

Inclusion Expected standard

Pupils with special educational needs and/or disabilities are generally well supported. The school identifies the unique support that pupils need to enable them to thrive. Leaders have made sure that staff are appropriately trained so that they understand vulnerable pupils’ needs. Generally, teachers make any adjustments needed and, as a result, pupils typically do well.

p.3

Inclusion Expected standard

Staff care for pupils who are known or previously known to social care. These pupils are seen and known by staff. They are taking part in school life and are progressing well. The school has developed an appropriate strategy for disadvantaged pupils and use the additional funding effectively to do this. This is understood and implemented by staff. Strategies generally support these pupils successfully.

p.4

Inclusion Expected standard

The school uses alternative provision carefully. They undertake all of the necessary checks to make that any alternative provision is safe and appropriate for pupils. School leaders monitor pupils’ attendance to alternative provision and regularly review placements to ensure that provision remains appropriate for pupils.

p.4

Leadership and governance Expected standard

Leaders have an accurate understanding of what the school does well and areas for development. They act swiftly to identify priorities, such as curriculum design and teaching. This has led to improvements including with curriculum structure and classroom practice. Leaders ensure that improvement work remains focused and purposeful. Subject leaders check the quality of the curriculum and how it is implemented. However, this monitoring does not consistently lead to improvements in teaching of all subjects. Trustees and members of the local governing board understand the school's context and their responsibilities. They support leaders while fully challenging each aspect of the school’s work.

p.4

Leadership and governance Expected standard

Leaders make appropriate checks on inclusive practices. This ensures that the most vulnerable pupils are prioritised in all aspects of school life.

p.4

Leadership and governance Expected standard

Professional learning is aligned with improvement priorities. Staff collaborate with colleagues within school and across the trust, sharing best practice and supporting each other. Leaders consider staff workload and wellbeing, ensuring these are carefully managed. As a result, staff feel valued and well supported.

p.4

Leadership and governance Expected standard

Leaders work closely with parents and local community groups to build constructive relationships. These partnerships support ongoing improvements and ensure the school continues to meet the needs of its community effectively.

p.4