All Saints Church of England Primary School in Newmarket, Suffolk, was inspected on 11 and 12 October 2022. The overall effectiveness of the school was rated as good, with consistent ratings of good across various categories including the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. This was the first inspection under section five of the Education Act 2005, as the school had not been previously inspected.
Pupils at the school enjoy positive relationships with staff, fostering a supportive environment. The curriculum includes ‘life’ lessons that teach kindness and respect for diversity among families. Incidents of bullying are rare, and pupils have access to a worry box for any concerns they may have, which teachers address promptly. Behaviour is commendable, with pupils demonstrating calmness and orderliness throughout the school, including during outdoor activities where they engage in sharing and cooperative play. Assemblies are a highlight for students, providing a sense of community and opportunities for collective worship centered around the school’s faith ethos.
The curriculum is broad and well-structured, allowing pupils to develop specialized skills in various subjects. In science, for instance, pupils engage in inquiry and practical investigations, while reading is encouraged across all year groups. Additional support is provided for those who may be falling behind, although some pupils occasionally find certain challenges too easy, which can lead to frustration.
School leaders have meticulously planned a curriculum that builds knowledge progressively and connects different subjects. Staff involvement in curriculum development has fostered a shared understanding of learning objectives. In subjects like history, pupils revisit and connect skills such as chronology, aiding retention of new knowledge. Opportunities for deeper learning are integrated across the curriculum, such as exploring World War One letters to enhance reading skills. However, there are instances where pupils are directed towards tasks that do not match their abilities, limiting their learning potential.
While the curriculum changes in areas like mathematics, phonics, and writing are relatively new, most staff have received training and are implementing these changes effectively. A small number of staff may require further training to ensure consistent application of new approaches. Nevertheless, the phonics program is effective, enabling pupils to develop a solid foundation for fluent reading.
The school promotes a love of reading, with pupils encouraged to explore a variety of high-quality literature. Feedback from pupils indicates enthusiasm for their reading experiences. Overall, pupils’ achievements align with national averages, although writing is identified as an area needing improvement, particularly due to the impact of the COVID-19 pandemic. Leaders have initiated plans to enhance writing skills, utilizing standardized tests to monitor progress and adapt teaching accordingly.
Support for pupils with special educational needs and disabilities is tailored effectively, with positive feedback from parents regarding the assistance their children receive. This support begins in the early years foundation stage, where children are provided with diverse learning experiences. The foundation for the school’s orderly behaviour is established during this stage, with staff promoting skills such as turn-taking and sharing.
The school offers a variety of clubs, trips, and experiences that enrich pupils’ learning. Respect for diversity and kindness are core values instilled in pupils through both the curriculum and the school’s faith-based principles. Leaders collaborate effectively with the local governing body and the trust to drive improvements, although there are areas where increased accountability and challenge could enhance processes.
Safeguarding measures are robust, with staff trained to identify at-risk pupils and clear reporting procedures in place. Strong relationships between staff and pupils facilitate open communication about concerns. Leaders work with external agencies to provide necessary support, maintaining thorough records of actions taken. While recruitment checks are conducted, some administrative gaps were noted during the inspection, and plans are in place to strengthen quality assurance in this area.
To improve, the school needs to ensure that all pupils receive appropriately challenging tasks to maintain engagement and prevent frustration. Additionally, further training for staff in phonics, mathematics, and writing is necessary to ensure consistent implementation of effective teaching strategies. Overall, the school demonstrates a commitment to continuous improvement and the well-being of its pupils.
