Ofsted conducted a short inspection of All Saints Benhilton CofE Primary School on 16 July 2019, following its previous judgment of good in July 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team has effectively driven improvements, ensuring that pupils achieve the best possible outcomes. Leaders demonstrate honesty and accuracy in identifying both strengths and areas for further development. Middle leaders are passionate and knowledgeable, providing strong support to their colleagues to meet the diverse needs of pupils across various subjects. Training opportunities have been sought to enhance the skills of leaders and staff.
Pupils engage enthusiastically in discussions about their work and respond confidently to teachers' probing questions. They are not afraid to make mistakes, knowing that their teachers will support them in developing their understanding. The pupils are courteous, articulate, and confident, with many expressing that they feel supported in overcoming challenges. The school has successfully addressed previous areas for improvement, particularly in teaching handwriting consistently across all year groups. Pupils take pride in the presentation of their work, and school improvement plans have been enhanced to include specific and measurable actions.
The governing body possesses the right mix of skills and experience to challenge leaders effectively. Their accurate evaluation of the school's work allows them to deploy resources strategically. Regular visits to the school enable governors to monitor leaders' actions and ensure that all pupils achieve the best possible outcomes. Safeguarding arrangements are effective, with the leadership team ensuring that the school site is safe and secure. Visitors receive detailed information about safeguarding procedures upon arrival. The school has thorough processes for checking the suitability of new staff, and all staff and governors receive regular training to maintain a clear understanding of safeguarding practices.
During the inspection, pupils expressed that they feel safe at school and highlighted various opportunities within the curriculum to learn about safety at home, school, and online. They reported that bullying is rare and that staff respond promptly to any incidents. The inspection focused on reading in key stage two, as past progress in this area had not been as strong as in writing and mathematics. Leaders have recently reviewed the teaching of reading across the school. Pupils have access to a wide variety of texts, and teachers ensure that they engage with different reading materials. Pupils display a genuine love of reading, and those observed reading did so fluently and expressively, employing various strategies to tackle unfamiliar words.
Teachers effectively check pupils' understanding and provide support that helps them develop sophisticated reading skills. However, there is a need for more consistent challenge for the most able pupils to achieve greater depth standards in key stage two. Mathematics is a strength of the school, with pupils in key stage one making strong progress through well-sequenced lessons. Teachers focus on developing appropriate vocabulary and employ various strategies to enhance pupils' understanding of number concepts. Most-able pupils are appropriately challenged, leading to above-average achievement in mathematics.
In key stage two, pupils excel in mathematics lessons, enjoying the challenges presented to them. Teachers provide effective guidance to deepen understanding and ensure regular practice of skills, enabling mastery. The proportion of pupils meeting expected and greater depth standards in mathematics has been above the national average for the past three years. The inspection also examined the early years, where significant changes in leadership and staffing had occurred. Leaders have allocated additional resources to maintain positive outcomes for children. The learning environment remains purposeful, with effective interventions supporting children's development across all areas.
Teachers plan numerous opportunities for early reading, writing, and mathematical skills development. Children independently access learning opportunities, demonstrating strong progress over time. However, there are still fewer boys than girls achieving or exceeding early learning goals in writing. The next steps for the school include ensuring that in key stage two, pupils, particularly the most able, are consistently challenged to achieve greater depth in reading and that boys in the early years receive adequate support to meet or exceed early learning goals in writing. The inspection findings highlight the school's commitment to continuous improvement and the well-being of its pupils.
