All Saints CofE Academy Denstone

All Saints CofE Academy Denstone

Address: Oak Road, Denstone, Uttoxeter, Staffordshire, ST14 5HT Unique reference number (URN): 145681

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

Attendance and behaviour Strong standard

Pupils' attendance is above the national average. Very few pupils miss too much time off school. If pupils miss extended periods of school, this is usually due to taking holidays during term time. Leaders monitor attendance rigorously. They work closely with families and external agencies to provide support and challenge. Leaders address any barriers to attendance promptly. They make sure parents understand the importance of regular attendance. Pupils are keen to be in school and learn and play with their friends.

p.2

Attendance and behaviour Strong standard

Pupils behave extremely well. They demonstrate high levels of self-discipline, respect and consideration for others. The school's values of ‘love, kindness and respect’ are visible in pupils’ conduct and relationships. Older pupils act as positive role models for younger children. Children of all ages work and play together harmoniously. Pupils take pride in their achievements and their work. They are keen to learn and engage positively in lessons. Where pupils require additional support, leaders ensure that specific help and appropriate adaptations are provided. Pupils learn to regulate their emotions and resolve conflict positively. Bullying is extremely rare. Pupils are confident that if it does happen, it is ‘always stopped’. Because pupils are tolerant and respectful, they know discrimination in any form is never acceptable.

p.2

Personal development and wellbeing Strong standard

Leaders place a strong emphasis on pupils' personal development. Pupils flourish personally and socially. Leaders make sure pupils learn to stay safe both online and in the local area. For example, pupils learn about water safety and road safety in the local rural community. From the early years, children develop an increasingly sophisticated understanding of emotions, relationships and wellbeing. For example, in Reception, children learn to recognise emotions and ask for help when they are struggling. In key stages 1 and 2, pupils develop strategies to help them self-regulate, reflect and understand how their behaviour affects others. Pupils speak confidently about the impact of this, explaining that it helps them build positive friendships and understand the views of others. Pupils learn how to keep themselves physically healthy. They gain a depth of knowledge in this regard. For example, they can explain the importance of aerobic exercise.

p.2

Personal development and wellbeing Strong standard

Leaders have created a rich programme of experiences that broadens pupils' horizons and prepares them well for life in modern Britain. Pupils learn about different faiths and cultures. They are respectful and tolerant of these. Pupils democratically elect school councillors and the worship team. They take these responsibilities seriously.

p.2

Personal development and wellbeing Strong standard

Pupils raise funds for local and global charitable causes. For example, they ‘feed the hungry’ through work with a local foodbank and links to a school in Kenya. Pupils proudly explain the impact of this work. This gives them a clear sense of social and moral responsibility.

p.2

Personal development and wellbeing Strong standard

The school's extensive enrichment programme caters for a range of diverse tastes. Pupils benefit from a range of extracurricular clubs such as dance, get fit, crochet and gardening. Leaders ensure that there are no barriers to attendance. Carefully planned educational visits

p.2

Expected standard

and '50 Things to Do Before You're 9' significantly enrich pupils' education, preparing them well for later life.

p.3

Achievement Expected standard

Overall, pupils, including those with special educational needs and/or disabilities, achieve well from their starting points across a broad range of curriculum subjects. Pupils in Year 4 now achieve well in the multiplication check. This is due to extra support put in place by leaders in school and at home, so that pupils improve understanding and recall. Pupils in Year 4 achieve well in English and mathematics. This prepares pupils well for their next stage of education.

p.3

Achievement Expected standard

Pupils achieve well in phonics. Leaders ensure that those who do not achieve well receive extra support to catch up. Pupils gain the foundational knowledge they need to become successful mathematicians. They gain a body of knowledge of number which enables them to solve more-complex calculations and to reason and solve problems. Overall, pupils gain the basics of handwriting, punctuation and spelling they need so that they can write more- complex pieces with confidence.

p.3

Curriculum and teaching Expected standard

Leaders have constructed a very well-thought-out curriculum. It takes into account the mixed-age classes that pupils are taught in. Leaders have identified the important knowledge and vocabulary that pupils need to learn. Over time, leaders have made suitable changes and adaptations to the curriculum to ensure that it is as effective as possible. For example, they have made recent changes to the school’s spelling and handwriting programmes.

p.3

Curriculum and teaching Expected standard

Staff deliver the school’s phonics programme consistently well. In mathematics, staff make sure that pupils learn and then practise important knowledge. This includes important foundations for learning in number and calculation. This enables pupils to solve questions and problems with growing fluency. Staff focus closely on pupils learning accurate handwriting and spelling in specific lessons. However, pupils do not consistently apply this knowledge in longer written pieces.

p.3

Curriculum and teaching Expected standard

Across the curriculum, staff skilfully adapt learning for pupils when appropriate. For example, in geography staff ensure that pupils who need to write less do so and have learning clearly explained to them at the start of lessons.

p.3

Curriculum and teaching Expected standard

Staff typically deliver the curriculum well. They model learning and follow expected lesson structures. However, not all staff are proficient in checking pupils’ learning in lessons in order to address misconceptions or extend learning.

p.3

Early years Expected standard

Children make a positive start to their education in the early years. Leaders have constructed a curriculum which considers each area of learning well. They know that the foundations for success are laid in the early years. Leaders ensure that important personal and social skills are a focus. From Nursery, children follow routines and sustain their interest in learning. They learn to share and cooperate with each other. Staff develop children’s inquisitiveness. They make sure that children develop and extend their language. For example, children take part in ‘chatter box’ sessions where they discuss the possible contents of a box.

p.4

Early years Expected standard

For the most part, learning activities are well considered and enable children to consolidate learning that has previously been taught. Overall, staff engage in effective interactions with children to extend their learning further. For example, talking to children about where the best place is for them to put ‘bee water stations’ which they have made, and why.

p.4

Early years Expected standard

Children who need extra support to catch up or have gaps in their learning receive extra attention during learning activities. This helps them to grow in confidence and learn. As a consequence of the effectiveness of the provision, children are well prepared for Year 1.

p.4

Inclusion Expected standard

Overall, there are clear and effective systems to identify any barriers to learning. For example, if staff feel a pupil has special educational needs and/or disabilities (SEND), leaders ensure that they monitor these pupils carefully, providing specific support and activities. If the pupil is still struggling, an individual education plan is devised which breaks learning down into small steps so that the pupil can succeed. Leaders make sure that staff take ownership of this. This ensures that staff use and adapt these documents and the provision so that pupils with SEND make appropriate progress. In addition, leaders monitor the provision for pupils with SEND closely so that it has an impact. Advice from external specialists, such as speech and language therapists, is followed carefully. Consequently, pupils with SEND typically make positive progress from their starting points.

p.4

Inclusion Expected standard

The school is acutely aware of the individual needs of disadvantaged pupils. Leaders put in place bespoke support for these pupils. This support ensures that disadvantaged pupils are a focus and thrive both socially and educationally. Leaders liaise well with the virtual school to ensure that pupils who have had adverse childhood experiences receive the support they need to overcome these.

p.4

Leadership and governance Expected standard

Leaders understand the school’s specific context very well. They are aspirational for pupils educationally, personally and socially. Leaders are seen as respected and positive role models who keep pupils at the centre of decision-making. They have an effective grasp of what the school is doing well and what it needs to do further to improve. Leaders are successful in driving forward the school's improvement priorities. The local academy council is passionate about the school’s place in the local community. They can see the demonstrable impact the school has on the pupils who attend, particularly those who are vulnerable. They typically support and challenge leaders effectively in all aspects of the school’s work. The trust has provided a bedrock of support for the school. Staff’s professional learning is well considered. The offer takes into account school improvement priorities. It has a solid foundation in current educational research and

p.4

Leadership and governance Expected standard

Staff feel appreciated and listened to. One comment, typical of many, was: ‘I always feel valued and supported.’ They feel that workload is equitably shared and that leaders consider this alongside their wellbeing. Cross federation and trust cooperation supports staff's workload well within this small school.

p.5

Leadership and governance Expected standard

Parents are typically very positive about the school. They appreciate the positive experiences it provides for their children. One comment summed up the views of many when they said: ‘From the moment you walk through the doors, there’s a calm, welcoming atmosphere where every child feels valued and supported.’

p.5

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

Pupils at All Saints are part of a small school with a big heart. They are passionate about having a global impact. This can be seen in much of the activity that pupils get involved in, for example seeing their fundraising work in action by providing a well for a community in Nepal. Pupils take part in ‘50 Things to Do Before You're 9’ experiences which expand their horizons, such as learning first aid or meeting an author.

p.5

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

Staff take time to get to know each pupil as an individual. They build strong relationships with pupils based on trust. This helps pupils to feel safe, cared for and confident to share any concerns. Staff identify barriers to learning quickly and put effective support in place without delay.

p.5

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

Pupils enjoy learning. They brim with enthusiasm when talking about a range of subjects. Pupils develop a breadth of knowledge which prepares them well for middle school. They typically achieve well overall. For example, leaders' specific work on multiplication in mathematics has greatly improved pupils' recall of times tables.

p.5

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

Relationships between pupils, their peers and adults are extremely positive. Pupils conduct themselves with a maturity beyond their years. This is because they have a deep understanding of the school’s core values of ‘love, respect and kindness’. This is lived and breathed in everyday life. Because of this, bullying is extremely rare. Pupils attend extremely well because of a strong sense of belonging and inclusion, as well as firmly established relationships with parents. One parent’s comment was typical of many when they said: ‘ The children are genuinely happy: they learn, play and have fun every day in a safe and nurturing environment.’

p.5

Lead inspector:

Barry Yeardsley, His Majesty's Inspector

p.6

Next steps

Leaders should support staff to ensure that pupils apply their handwriting and spelling knowledge consistently in written work. Leaders should ensure that staff use assessment consistently and effectively in lessons to extend pupils’ learning and address gaps quickly.

p.6

About this inspection

This school is part of Staffordshire University Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), James Capper, and overseen by a board of trustees, chaired by Mary Walker.

p.6

About this inspection

The school is part of a federation called the Saints Federation.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

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.

p.6

About this inspection

Inspectors spoke with school leaders, including the executive headteacher, executive deputy headteacher and other leaders during the inspection. The lead inspector spoke with a trustee and members of the local academy council, including the chair of the trust. The lead inspector held a meeting with the CEO and deputy CEO of the trust.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

This school is registered as having a Church of England religious character. The school is part of the Diocese of Lichfield. Its most recent section 48 inspection, for schools of a religious character, took place in September 2024.

p.6

About this inspection

The school uses no alternative provision.

p.6

About this inspection

Executive Headteacher: Rebecca Walker 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.

p.6

About this inspection

The inspector(s) used this data during the full inspection on 30 June 2026

p.7

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.

p.7

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.7

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.

p.8

What does this mean?

The proportion of pupils with reported special educational needs support at the school.

p.8

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.

p.8

What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

p.8

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.

p.8

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.9

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.9

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.9

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.

p.9

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.9

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.9

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.10

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.10

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.10

Urgent improvement

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

p.10