All Saints CofE VA Primary School

All Saints CofE VA Primary is a larger-than-average Church of England primary school. Pupils are happy, feel safe and attend regularly, and safeguarding standards are met. The school's caring ethos and personal development provision are clear strengths: pupils learn about healthy relationships, online safety and community responsibility, and they benefit from pastoral support, music, sport and other enrichment. Attendance is in line with national averages and suspensions have fallen significantly. However, the school is not yet securing consistently good outcomes. Published attainment is below national averages, especially in writing and mathematics, and disadvantaged pupils' achievement is a significant concern. Teaching quality, early years provision and SEND support are inconsistent. Some pupils do not build secure foundations, misconceptions and gaps are not always addressed quickly, and support plans are not consistently used to adapt teaching. Behaviour is mostly positive, but expectations and routines vary, and support for pupils with barriers can still disrupt learning. Leaders know what needs to improve and are taking action in the right areas, but their oversight and evaluation are not rigorous enough to embed changes across the school. Staffing turbulence and increased vulnerable needs have slowed improvement, and engagement with parents is not as constructive as it could be. The school is not a special school; SEND numbers are close to average nationally, though leaders report a rapid increase, and the school uses one registered alternative provision. This was a full section 5 inspection.

Strengths

• Safeguarding standards are met, with an open culture and pupils who feel safe.
• Personal development prepares pupils well for life and community, including healthy relationships, online safety and risks such as knife crime and social media.
• Christian distinctiveness and daily collective worship shape pupils' values and personal development.
• Pupils develop an understanding of fundamental British values and mostly treat one another with respect.
• Pupils can serve the community and take leadership roles, such as wellbeing ambassadors.
• Well-considered pastoral support includes the hub, wellbeing club and a targeted breakfast club.
• Pupils access a broad range of enrichment, including brass and steel drums, cycling, pantomime, sports and clubs.
• Extracurricular opportunities are inclusive, with leaders tracking participation and providing financial support.
• Attendance is consistently in line with national averages, including for vulnerable pupils.
• Leaders act swiftly on absence and provide support to families and pupils.
• Most pupils behave well, bullying is not tolerated, and suspension rates have reduced significantly.
• The curriculum is designed coherently across subjects so pupils can build knowledge over time.
• Recent curriculum work has strengthened mathematics, writing and phonics, including matching books to pupils' phonics knowledge.
• Early years phonics teaching is largely effective, and children are settled, form warm relationships and follow routines confidently.
• Leaders identify SEND needs quickly and accurately, with suitable support plans and effective bespoke provision for some younger pupils with complex needs.
• Leaders make effective use of alternative provision and engage well with parents and specialist professionals.
• Staff professional development is aligned to school improvement, and leaders consider staff workload and wellbeing.
• Governors fulfil statutory responsibilities, including for safeguarding, and make decisions in pupils' best interests.
• Pupils enjoy learning, and many progress steadily through the well-considered curriculum.

Areas for Improvement

• Published attainment is below national averages, particularly in writing and mathematics.
• Disadvantaged pupils' achievement is low, with large gaps in writing and mathematics.
• Some pupils do not secure essential foundational knowledge in mathematics and writing.
• Teaching quality is inconsistent, and recent improvements are not yet embedded across the school.
• Teachers' checks on learning sometimes do not identify misconceptions effectively.
• Teachers do not consistently adapt teaching when pupils have gaps or misconceptions.
• Adaptations for pupils with SEND are sometimes ineffective because staff do not consistently consider their needs or support plans.
• Support for pupils with SEND is variable and limits their progress, independence and success in all aspects of school life.
• Behaviour expectations and routines are not applied consistently by all staff.
• Leaders do not monitor pupils' behaviour closely enough to identify concerns.
• Support for pupils with barriers to managing behaviour remains inconsistent and can cause classroom disruption.
• Early years provision is variable and does not prepare all children well enough for Year 1.
• Some early years activities lack clear purpose and do not focus on the key knowledge children need.
• Leaders' oversight, analysis and evaluation lack rigour, so improvements are not embedded consistently.
• Governors' oversight is not robust, and they do not hold leaders to account well enough for pupils' academic outcomes.
• The use of pupil premium funding has less impact on improving disadvantaged pupils' achievement.
• Some staff feel less supported and valued than most staff.
• Engagement with parents is not as constructive as it could be, and some parents are unhappy.
• A few pupils occasionally use racist language.

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 CofE VA Primary School attended 95.0% of sessions (the national figure for primary schools was 94.8%). 14.0% 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, 2.2% of pupils at All Saints CofE VA Primary 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 CofE VA Primary School had 21.6 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 10.1% 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, 16.9% of pupils at All Saints CofE VA Primary School were on SEN support (nationally 15.4%) and 5.0% 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 CofE VA Primary School received £6,400 and spent £6,519 for each of its 402 pupils. It ended the year with a deficit of £56,000 (-£139 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).

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What is All Saints CofE VA Primary School's Ofsted rating?

The latest Ofsted rating for All Saints CofE VA Primary School is Needs attention, from an inspection in September 2026.

When was All Saints CofE VA Primary School last inspected by Ofsted?

All Saints CofE VA Primary School was last inspected in September 2026.

How many pupils does All Saints CofE VA Primary School have?

All Saints CofE VA Primary School has 402 pupils on roll.

What age range does All Saints CofE VA Primary School cover?

All Saints CofE VA Primary School for pupils aged 4 to 11.

What are All Saints CofE VA Primary School's SATs (KS2) results?

In 2025, 53% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is All Saints CofE VA Primary School?

All Saints CofE VA Primary School is at Boughton Green Road, Kingsthorpe, Northampton, Northamptonshire, NN2 7AJ.