All Saints Church of England Aided Infant School

All Saints Church of England Aided Infant School is a small, 60-pupil infant school in Reading. Inspectors found it performing very well across every area inspected, with no area falling below a strong standard and safeguarding requirements met. Pupils achieve highly from early years onwards, especially in reading, writing, mathematics and communication; attendance is high; and behaviour is impeccable. The curriculum is ambitious, well sequenced and inclusive, and teaching is consistently effective, with gaps in learning identified and addressed promptly. Leaders and governors provide clear strategic direction, strong oversight and effective staff development. Inclusion is a particular strength: the school identifies needs early and makes well-judged adjustments for pupils with SEND, those learning English as an additional language, and disadvantaged pupils, even though formal SEND and EHC plan proportions are low compared with national averages. Early years provision is nurturing and ambitious, and personal development and wellbeing are central to school life, supported by a well-sequenced PSHE curriculum and strong pastoral care. Parents and staff speak highly of the school, and pupils are proud, respectful and active contributors. The main development point is a next-step recommendation rather than a current weakness: leaders and governors should develop exceptionally high standards across the curriculum so that outcomes, particularly for disadvantaged pupils, are transformational. Overall, this is a highly effective and caring school with no significant concerns identified in the inspection.

Strengths

• Pupils achieve highly and are very well prepared for key stage 2.
• Phonics and early reading teaching are precise and consistent, supporting confident and fluent reading.
• Attendance is high for all pupils, including disadvantaged pupils and those with SEND.
• Pupils’ behaviour is impeccable, with bullying or unkind behaviour rare.
• The curriculum is ambitious, well sequenced and inclusive, brought to life through imaginative teaching.
• Teaching is strong, with secure subject knowledge and highly effective professional development.
• Early years provision is nurturing, well organised and ambitious, especially in communication, language and reading.
• Inclusive practice identifies barriers early and supports pupils with SEND, EAL and disadvantaged pupils effectively.
• Leadership and governance share a clear vision, provide strong oversight and manage staff workload well.
• Personal development and wellbeing are central, with a well-sequenced PSHE curriculum and excellent pastoral support.
• Pupils are proud, respectful and active contributors to the school community.
• Safeguarding standards are met, with an open and positive culture of safeguarding.

Areas for Improvement

• Leaders and governors should develop exceptionally high standards across the curriculum to create a transformational impact on outcomes, particularly for disadvantaged pupils.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at All Saints Church of England Aided Infant School attended 96.4% of sessions (the national figure for primary schools was 94.8%). 4.8% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.0% of pupils at All Saints Church of England Aided Infant School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 All Saints Church of England Aided Infant School had 18.2 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 0.0% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 3.3% of pupils at All Saints Church of England Aided Infant School were on SEN support (nationally 15.4%) and 1.7% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 All Saints Church of England Aided Infant School received £8,596 and spent £8,423 for each of its 60 pupils. It ended the year with reserves of £68,000 (£1,131 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Reading · Reading local authority: places and applications

What is All Saints Church of England Aided Infant School's Ofsted rating?

The latest Ofsted rating for All Saints Church of England Aided Infant School is Strong standard, from an inspection in June 2026.

When was All Saints Church of England Aided Infant School last inspected by Ofsted?

All Saints Church of England Aided Infant School was last inspected in June 2026.

How many pupils does All Saints Church of England Aided Infant School have?

All Saints Church of England Aided Infant School has 60 pupils on roll.

What age range does All Saints Church of England Aided Infant School cover?

All Saints Church of England Aided Infant School for pupils aged 5 to 7.

Where is All Saints Church of England Aided Infant School?

All Saints Church of England Aided Infant School is at Brownlow Road, Reading, Berkshire, RG1 6NP.