Samuel Allsopp Primary and Nursery School

Samuel Allsopp Primary and Nursery School is a caring, welcoming school where pupils feel safe and behave well. Pastoral care is strong, personal development is thoughtfully planned, and pupils benefit from a multicultural ethos, leadership roles and enrichment. Attendance has improved markedly, and recent work has strengthened phonics, reading and mathematics, with effective catch-up for pupils who struggle to read. Safeguarding is effective, and staff are proud to work at the school. However, pupils do not yet achieve highly enough across the whole curriculum, and many have gaps in learning. Some subjects are still at an early stage of development, assessment information is not consistently used to address misconceptions, support for pupils with SEND is uneven, and early years provision does not always prepare children securely for Year 1 beyond reading and mathematics. Vocabulary support for pupils learning English as an additional language is also inconsistent. The school has a new leadership team with clear ambition, but the impact of recent improvements is not yet reflected in outcomes across the curriculum. Governors have not provided strong enough challenge during a long period of low achievement. The school is split across two sites and has a specialist speech, language and communication centre on site, although no pupils from the school currently attend it. This was the second inspection following the COVID-19 pandemic.

Strengths

• Pupils are joyful, safe and behave well
• Warm, nurturing relationships and high expectations
• Strong pastoral care and emotional support
• High-quality phonics and a strong reading culture
• Effective reading catch-up for pupils who struggle
• Secure mathematics foundations and good Year 6 outcomes
• Greatly improved attendance and reduced persistent absence
• Thoughtful personal development and celebration of diversity
• Effective safeguarding arrangements
• Staff feel supported and proud to work at the school
• Pupils take on leadership roles and benefit from enrichment trips

Areas for Improvement

• Pupils do not achieve highly enough across the whole curriculum
• Many pupils have gaps in learning and struggle to recall knowledge over time
• Some subjects are still at an early stage of curriculum development
• Teachers do not consistently adapt learning for pupils with SEND
• Assessment information is not always used to address misconceptions
• Early years provision does not consistently prepare children for Year 1
• Support for English as an additional language vocabulary is inconsistent
• Governors have not challenged the school strongly enough over low achievement
• The impact of leadership is not yet reflected in pupils' academic outcomes

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 Samuel Allsopp Primary and Nursery School attended 94.1% of sessions (the national figure for primary schools was 94.8%). 18.3% 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, 2.1% of pupils at Samuel Allsopp Primary and Nursery 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 Samuel Allsopp Primary and Nursery School had 15.2 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 9.7% 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, 18.5% of pupils at Samuel Allsopp Primary and Nursery School were on SEN support (nationally 15.4%) and 2.6% 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 Samuel Allsopp Primary and Nursery School received £8,402 and spent £8,954 for each of its 327 pupils. It ended the year with a deficit of £221,000 (-£675 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 Samuel Allsopp Primary and Nursery School's Ofsted rating?

The latest Ofsted rating for Samuel Allsopp Primary and Nursery School is Requires Improvement, from an inspection in March 2025.

When was Samuel Allsopp Primary and Nursery School last inspected by Ofsted?

Samuel Allsopp Primary and Nursery School was last inspected in March 2025.

How many pupils does Samuel Allsopp Primary and Nursery School have?

Samuel Allsopp Primary and Nursery School has 308 pupils on roll.

What age range does Samuel Allsopp Primary and Nursery School cover?

Samuel Allsopp Primary and Nursery School for pupils aged 3 to 11.

What are Samuel Allsopp Primary and Nursery School's SATs (KS2) results?

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

Where is Samuel Allsopp Primary and Nursery School?

Samuel Allsopp Primary and Nursery School is at Victoria Road, Burton-upon-Trent, Staffordshire, DE14 2LU.