All Saints' Church of England Academy

Strengths

• Ambitious and carefully planned curriculum across all subjects, supported by a shared lesson structure.
• Teachers increasingly check what pupils know and remember and use this to plan next steps.
• Strong focus on literacy, reading diagnostics and phonics support for pupils at early stages of reading.
• Effective support for pupils with SEND and disadvantaged pupils, including annotated seating plans and timely adjustments.
• Clear identification of pupils' needs and high aspirations for disadvantaged pupils.
• Well-monitored alternative provision that helps reduce barriers to learning and wellbeing.
• Leadership is ambitious, honest about weaknesses and taking effective action to improve.
• Parents, staff and pupils have renewed confidence in school leadership.
• Staff wellbeing is valued and workload is considered, with evidence-based professional learning and strong ECT support.
• Governors and trustees work collegiately in pupils' interests and leaders welcome external support and challenge.
• Comprehensive personal development, pastoral support and inclusive spaces help pupils build mental resilience.
• Careers provision is comprehensive, challenges stereotypes and helps pupils secure destinations above national average.
• Pupils generally behave well, feel safe and form positive, mutually respectful relationships with staff.
• Pupils have a growing pride and sense of belonging, supported by clear values, enrichment and leadership roles.

Areas for Improvement

• Published attainment and progress have been below national average over a sustained period.
• Too many pupils, including those with SEND and disadvantaged pupils, lack secure knowledge of the curriculum.
• Disadvantaged pupils' outcomes and performance gaps remain a significant concern.
• Attendance is below national average and has been persistently low over time.
• Regular absence among pupils with SEND remains too high.
• Poor attendance creates gaps in knowledge that affect pupils' achievement.
• Suspensions and permanent exclusions are higher than national averages.
• Improvement work is in early stages and is not yet reflected in national tests and examinations.
• Some pupils have stubborn gaps in knowledge from previously weaker curriculum and teaching.
• Highly effective teaching is not yet consistently embedded across all subjects and year groups.
• Leaders know more work is needed to improve attendance, especially for disadvantaged pupils.
• Over time, pupils have not achieved outcomes that prepare them sufficiently for their next steps.

• Primary Schools
• Secondary Schools