All Saints' CofE First School

All Saints' CofE First School

Address: School Lane, Church Leigh, Stoke-On-Trent, Staffordshire, ST10 4SR Unique reference number (URN): 143959

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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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Attendance and behaviour Strong standard

Leaders have created a culture where every child is encouraged and enabled to attend regularly. They know pupils and families well and work closely with them to remove barriers that may affect attendance. Leaders respond quickly when concerns arise. Early intervention and personalised support help pupils to attend regularly. This inclusive approach is particularly effective for pupils with special educational needs and/or disabilities and those who face additional challenges. Pupils attend school regularly, feel part of the school community and are ready to learn each day. As a result, attendance consistently remains above national averages and persistent absence is very low.

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Attendance and behaviour Strong standard

Leaders have created a warm, welcoming and inclusive environment where pupils feel safe, respected and valued. Positive relationships, clear expectations and very effective pastoral care helps pupils develop excellent attitudes to learning. Pupils behave well in lessons and around the school, showing kindness, respect and consideration for others. They enjoy learning, work cooperatively and take pride in their achievements. Staff help pupils manage their emotions successfully, including those who need additional support. Bullying, discrimination and unkind behaviour are rare. Leaders address any concerns quickly and effectively. As a result, pupils thrive academically, socially and emotionally in a calm, supportive environment.

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Early years Strong standard

Leaders are passionate about giving children the very best start to their education. They make sure the curriculum is carefully tailored to children's age and stage of development. Leaders make thoughtful improvements to ensure that learning meets children's needs.

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Early years Strong standard

Staff know children extremely well. Through skilled questioning, rich conversations and purposeful play, leaders extend children's thinking and encourage curiosity, independence and a love of learning. Language development is a particular strength. Children enjoy stories, songs and rhymes and develop a wide vocabulary that supports communication and reading. Staff also weave mathematical language and concepts throughout daily activities, helping children develop a secure early understanding.

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Early years Strong standard

Children feel safe, happy and valued because staff build warm, nurturing relationships and provide consistent routines. They develop confidence, resilience and positive attitudes to learning. Meeting the needs of children is at the heart of everything leaders do. Staff make thoughtful adjustments to ensure that all children, including those with special educational needs and/or disabilities and those facing additional challenges, participate fully and achieve well.

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Early years Strong standard

Positive partnerships with parents and carers help children thrive. Families are involved in their children's learning from the very beginning. They value the regular communication and support they receive. As a result, children make excellent progress from their starting points and move confidently into Year 1, ready for the next stage of their education.

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Inclusion Strong standard

Inclusion is at the heart of the school's work. Leaders have created a warm and caring culture where every child is valued and respected. They work closely with families and a wide range of specialist services to ensure support reflects each pupil's individual needs. These positive partnerships help staff respond quickly when circumstances change.

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Inclusion Strong standard

Leaders ensure that every pupil receives the help they need to flourish. Through ongoing assessment and careful observation, they identify needs quickly and remove barriers to learning at the earliest opportunity. As a result, children receive the right support at the right time. This helps them overcome challenges, grow in confidence and achieve success in both their learning and personal development.

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Inclusion Strong standard

Staff have very high expectations for all pupils. Pupils with special educational needs and/or disabilities, those who are currently or previously known to social care, looked after children and other pupils who may face barriers to their learning or wellbeing access the same ambitious curriculum as their peers. Staff provide personalised support and make thoughtful adjustments that help pupils participate fully in school life.

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Inclusion Strong standard

Leaders carefully monitor progress, attendance, wellbeing and personal development. As a result, pupils thrive from their starting points and feel safe and included. They are supported to develop the confidence, resilience and independence they need for the future. Parents are valued partners in helping pupils feel included, confident and able to succeed.

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Leadership and governance Strong standard

Leaders and the trust have acted decisively to improve the school. They have established high expectations, strengthened teaching and built positive relationships with staff, pupils and families. These improvements are evident across the school. Although work to strengthen the wider curriculum is not yet complete, leaders have established a clear direction and are bringing about sustained and swift improvement.

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Leadership and governance Strong standard

By investing in training and expert guidance, leaders have ensured that staff have the skills, confidence and resources they need to help pupils succeed. Staff speak highly of the support they receive from leaders and value the opportunities to develop their skills and work with colleagues across the trust. Leaders place great importance on staff wellbeing and have created a culture where staff feel valued, listened to and supported. This positive approach has helped to build a motivated, dedicated team that is committed to achieving the best possible outcomes for pupils.

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Leadership and governance Strong standard

Governors and trustees play an important role in the life of the school. They know the school well, ask thoughtful questions and work closely with leaders to ensure that decisions always put pupils first.

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Leadership and governance Strong standard

One of the school's greatest successes has been rebuilding positive relationships with parents and the wider community. Leaders have listened carefully to families, communicated openly and consistently placed children’s best interests at the heart of their work. Parents

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Expected standard

speak very highly of the school. They feel welcomed, valued and involved in their children's learning.

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Personal development and wellbeing Strong standard

Leaders have created a highly effective curriculum that prepares pupils very well for life beyond the classroom. They know their pupils well and ensure that content is carefully matched to their needs, interests and experiences. As a result, pupils develop the confidence, resilience and independence needed to thrive both now and in the future.

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Personal development and wellbeing Strong standard

Pupils learn how to stay safe, build positive relationships, look after their physical and mental health and make responsible choices. They speak confidently about online safety, healthy friendships and emotional wellbeing. For example, pupils learn how to recognise risks online, report concerns and make safe decisions when using technology. This helps them develop the knowledge and confidence needed to stay safe both in and out of school.

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Personal development and wellbeing Strong standard

Pastoral care is a particular strength. Staff build very positive relationships with pupils. They make sure children receive the help they need by creating opportunities to talk about their feelings, reflect on their experiences and access additional help when needed. This helps pupils feel safe and listened to.

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Personal development and wellbeing Strong standard

Pupils contribute positively to the school community. They take pride in helping others, demonstrating kindness, responsibility and respect in their daily interactions. Through roles such as school councillors, worship team members and play leaders, pupils develop leadership skills and learn the importance of serving their community. They also benefit from a wide range of clubs and enrichment activities, including sports, creative arts and mindfulness. These experiences help pupils discover new interests and talents and develop self belief beyond the classroom. Leaders ensure that all pupils can participate fully and enjoy these opportunities.

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Personal development and wellbeing Strong standard

Pupils develop a secure understanding of democracy, respect and fairness through meaningful opportunities to share their views and contribute to school life. They demonstrate social, moral, spiritual and cultural awareness, embrace diversity and show genuine respect for others. These experiences help pupils become independent, considerate and responsible young people who are well prepared for their next stage of education and life in modern Britain.

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Achievement Expected standard

Pupils build secure foundations in reading, writing and mathematics. This gives them the confidence and skills needed for future learning. Reading is a particular strength. Pupils learn phonics through a consistent approach, which means they quickly develop the ability to read with fluency and understanding. Leaders quickly identify any learning gaps and provide support to help pupils catch up. As a result, pupils continue to build successfully on what they already know. Those with special educational needs and/or disabilities and pupils who may face additional challenges achieve well because staff understand their needs. Thoughtful adjustments help pupils access the same broad and ambitious curriculum as their peers.

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Achievement Expected standard

Overall, pupils develop the knowledge, skills, confidence and independence needed to become successful, resilient and enthusiastic learners. As a result, outcomes are typically in line with national averages, although small cohort sizes can cause year-to-year variations. This means that pupils approach new challenges positively and are well prepared for the next stage of their education.

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Curriculum and teaching Expected standard

Leaders have thoughtfully designed the curriculum so that new learning connects to what pupils already know. This enables them to grow in confidence and achieve success across a wide range of subjects. The curriculum is carefully planned to make sure learning builds step by step. However, across the wider curriculum, teachers do not always focus on the most important knowledge that pupils need to learn and remember. As a result, pupils do not consistently remember and build on the key knowledge across the wider curriculum.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of teaching. Their honest and accurate understanding helps them celebrate strengths while identifying areas for further development. Secure foundations in reading, writing and mathematics prepare pupils well for future learning. Early reading is especially effective, with pupils benefiting from a consistent phonics approach that helps them become confident and enthusiastic readers.

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Curriculum and teaching Expected standard

Teachers check pupils' understanding carefully and adapt learning when needed. Staff provide personalised support where needed while maintaining high expectations for all. As a result, pupils feel valued, achieve well and are being supported to reach their full potential.

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

At All Saints’, pupils are encouraged to ‘let their light shine’. They do so with confidence, kindness and enthusiasm because they feel safe, valued and able to succeed. Positive relationships with staff help every pupil feel understood, supported and included.

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

Pupils enjoy learning and achieve well across the curriculum. Effective teaching and high expectations are helping them develop secure knowledge and skills, particularly in reading, writing and mathematics. Reading is a particular strength, with pupils becoming confident readers from an early age. Pupils with special educational needs and/or disabilities, or other additional needs, receive thoughtful support that helps them overcome challenges and succeed. As a result, pupils are well prepared for the next stage of their education.

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

A clear sense of belonging is evident throughout the school. Pupils show compassion by supporting one another, courage when taking on responsibilities and curiosity through their enthusiasm for learning. They contribute positively to school life through roles such as school councillors, worship team members and play leaders. Clubs, educational visits, residential experiences, sustainability projects and opportunities to learn about different careers help pupils develop new interests, talents and aspirations.

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

Pupils thrive because leaders place equal importance on academic success, personal development and wellbeing. Behaviour is very positive and pupils demonstrate resilience, confidence and respect for others. Bullying is rare. Pupils trust adults to deal with concerns quickly and effectively. Highly effective pastoral support helps pupils manage their emotions and feel secure. They enjoy coming to school and attend regularly, reflecting the positive experiences they have each day. This means that pupils leave All Saints’ as confident, kind and well-prepared young people who are ready for their next steps and life in modern Britain.

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Next steps

Leaders should further strengthen the wider curriculum so that pupils consistently develop secure knowledge and understanding in every subject.

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About this inspection

This school is part of Innovate2Educate Partnership Limited, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Kerry Rochester and overseen by a board of trustees, chaired by Colin Haswell.

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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 updated 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 school leaders, including the Interim Headteacher, Deputy Headteacher/SENDCo and Headteacher Designate. They also spoke with representatives of the trust, including the CEO, Director of Education, Trust SLE, School Improvement Advisor and trustees. Inspectors also spoke with the Chair of the local governing body.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character.

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About this inspection

The school uses no alternative provision.

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Team inspector:

Barry Yeardsley, 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 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.

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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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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

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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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