Datchworth: Full Ofsted report for 'inclusive and nurturing' school

All Saints Church of England Primary School has retained its rating of good from Ofsted, following the education watchdog's latest inspection.

Headteacher Mrs King expressed her delight at the feedback.

She said: “We are extremely proud of the outcomes from our inspection. I have always known that our school is a happy place to learn and that the pupils develop strong relationships across the school.

"It was wonderful for Ofsted to see this too during their inspection and to be able to share it with the world.” 

Read the full Ofsted report below.

Outcome

All Saints Church of England Primary School continues to be a good school.

What is it like to attend this school?

This is an inclusive nurturing school, where pupils are safe, happy and thrive. Pupils across the school are curious and enthusiastic learners. The curriculum supports pupils to learn to read, write and master mathematics. They love learning here, supported by dedicated staff and a strong community.

Pupils behave exceptionally well. They listen attentively and are polite and respectful towards adults and each other. Older pupils support younger children through their roles as play leaders. They support them during breaktimes. Pupils particularly enjoy collaborating on curriculum projects with pupils in different key stages. This creates strong relationships between pupils across the school.

Pupils recognise that everyone is different. They understand that some pupils in school need extra help with their learning and some require support to manage their emotions. Pupils work and play well together. This makes the school a happy place to learn.

Pupils take on roles such as eco-warriors, school councillors and digital leaders. These enable pupils to develop leadership responsibilities, a sense of accountability, and a commitment to their community. As a result, pupils gain essential skills and understanding to prepare them for their next stage of education.

What does the school do well and what does it need to do better?

Overall, the school’s curriculum helps pupils learn the essential skills and knowledge they need in most areas of the curriculum. In particular, the school is ensuring that pupils achieve well in reading, writing, and mathematics.

Teachers employ effective strategies to help pupils build on their prior learning. In subjects like science and art, for example, pupils can confidently articulate their understanding over time, sharing important knowledge.

In a few areas of the curriculum, teachers have not sufficiently ensured that pupils are building on their learning in a way that helps them remember the intended curriculum. For instance, while pupils have some understanding of different faiths and cultures, some do not retain enough information to discuss them confidently. Furthermore, although the curriculum offers many opportunities for pupils to consolidate their learning through writing tasks, the application of writing skills varies across year groups. For instance, teachers too often miss punctuation errors in pupils’ cross-curricular writing, leading to recurring mistakes in pupils’ writing.

The school’s reading curriculum is well constructed and taught. From the start of Reception, children develop a love of reading. They learn through listening and reading stories that inspire and engage them. In Reception, children engage in a variety of exciting activities that support reading and writing. Staff interact purposefully, supporting and extending their vocabulary. This helps children get off to a good start.

In the teaching of phonics, teachers check pupils’ understanding routinely to identify sounds that pupils do not know. Teachers provide small-group targeted support. This helps pupils catch up quickly. Almost all pupils quickly learn to read fluently.

Pupils with special educational needs and/or disabilities (SEND) receive precise support to achieve their individual targets. Parents are positive about the school’s provision for SEND. There are supportive processes in place to help pupils with transition to secondary school. This is particularly important as many move on to different schools from their peers.

The school sets high expectations for learning and behaviour. In Reception, children quickly learn routines. Throughout the school, pupils listen and behave exceptionally well. Outside play is harmonious. Pupils play positively together across year groups making for a fun, safe and enjoyable experience. Pupils enjoy school and attend well.

The wider curriculum supports pupils’ personal development well. Pupils experience a wide range of clubs, activities and residential visits. Through various leadership roles, pupils learn about empathy and responsibility. They help raise money for various charities and look after the school environment by planting flowers and keeping the school tidy. Pupils have the opportunity to learn to play a musical instrument. This introduces them to valuable experiences, such as performing to parents in assemblies.

Staff feel supported by leaders and governors. Governors are very much part of the school community. They make regular visits to check on staff well-being and leaders’ work. They understand how leaders’ actions are having a positive impact on school improvement and how they can support them. 

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve? (Information for the school and appropriate authority)

In some subjects, teachers are not checking carefully what pupils know and can do. For example, some pupils struggle to recall information and do not remember to use key skills in their writing across the curriculum. This leads to gaps in pupils’ learning. The school should ensure all teachers check what pupils know and remember to ensure that learning builds on this to help pupils to achieve consistently well in all areas of the curriculum.