All Saints Catholic Primary School

All Saints Catholic Primary School is a calm, caring and ambitious school where pupils feel safe and valued. Safeguarding standards are met, and the school performs strongly in attendance and behaviour, early years, inclusion, and personal development and wellbeing. Pupils attend well, behave excellently, and benefit from a highly inclusive environment that supports disadvantaged pupils, pupils with SEND and those who speak English as an additional language. The early years provision is a particular strength, with a clear focus on language, reading, phonics and early writing. The school's academic achievement and the quality of curriculum and teaching are secure but not yet consistently strong across all areas. Most pupils start below typical levels and make positive progress, but published outcomes in writing are below average, and the proportion reaching the expected standard in reading, writing and mathematics combined is also below national. Disadvantaged pupils' writing outcomes are a concern, with a wide gap compared with non-disadvantaged pupils nationally. Leaders are already focused on improving writing, and current work in Years 5 and 6 shows stronger achievement. Leadership and governance are effective, with a clear Catholic ethos, strong governor oversight and good support for staff. The main next step is to ensure the curriculum, especially writing, is consistently well taught across all year groups so that it meets the diverse needs of the school community. Overall, this is a school with many significant strengths and a clear, focused path for further improvement.

Strengths

• High attendance and a strong attendance culture, with pupils valuing school and arriving ready to learn.
• Excellent behaviour and conduct rooted in school values; pupils are polite, respectful and feel safe.
• Early years provision is strong, with effective focus on early language, reading, phonics and writing.
• Highly inclusive environment with proactive identification and tailored support for SEND, disadvantaged and EAL pupils.
• Strong personal development and wellbeing provision, including mental health, safety, diversity and British values.
• Effective leadership and governance with clear vision, staff support and strong governor oversight.
• Ambitious, coherently sequenced curriculum across Nursery to Year 6.
• Effective use of pupil premium and specialist in-house support such as speech and language therapists and an educational psychologist.
• Positive relationships and parental engagement through workshops and community events.

Areas for Improvement

• Published outcomes in writing are below average and writing is the main area for improvement.
• Disadvantaged pupils' writing outcomes are below national and the disadvantage gap in writing remains wide.
• Curriculum, particularly writing, is not consistently well taught across all year groups to meet diverse needs.
• Combined reading, writing and mathematics outcomes at the expected standard are below national average.
• Some pupils join partway through the year or key stage with gaps in learning that need addressing.

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 Catholic Primary School attended 94.8% of sessions (the national figure for primary schools was 94.8%). 16.5% 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, 2.0% of pupils at All Saints Catholic 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 Catholic Primary School had 16.8 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 18.0% 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, 36.5% of pupils at All Saints Catholic Primary School were on SEN support (nationally 15.4%) and 2.9% 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 Catholic Primary School received £9,303 and spent £9,098 for each of its 302 pupils. It ended the year with reserves of £1,331,000 (£4,414 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 Bootle · Sefton local authority: places and applications

What is All Saints Catholic Primary School's Ofsted rating?

The latest Ofsted rating for All Saints Catholic Primary School is Expected standard, from an inspection in June 2026.

When was All Saints Catholic Primary School last inspected by Ofsted?

All Saints Catholic Primary School was last inspected in June 2026.

How many pupils does All Saints Catholic Primary School have?

All Saints Catholic Primary School has 312 pupils on roll.

What age range does All Saints Catholic Primary School cover?

All Saints Catholic Primary School for pupils aged 3 to 11.

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

In 2025, 52% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is All Saints Catholic Primary School?

All Saints Catholic Primary School is at Chesnut Grove, Bootle, Merseyside, L20 4LX.