All Saints Church of England Aided Junior School
phone: 01252 615428
headteacher: Mrs Alison Wyld
480 pupils capacity: 89% full
220 boys 51%
210 girls 49%
Last updated: Sept. 1, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 479880, Northing: 153491
- GPS coordinates
- Latitude: 51.275, Longitude: -0.85623
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 14, 2013
- Diocese of Guildford
- Region › Const. › Ward
- South East › North East Hampshire › Fleet West
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Tavistock Infant School GU514EB (258 pupils)
- 0.4 miles Calthorpe Park School GU515JA (1074 pupils)
- 0.5 miles Court Moor School GU527RY (1093 pupils)
- 0.7 miles Heatherside Infant School GU527TH (300 pupils)
- 0.7 miles Heatherside Junior School GU527TH (379 pupils)
- 1 mile Dogmersfield Church of England Primary School RG278SS (137 pupils)
- 1.1 mile Crookham Church of England Aided Infant School GU526PU (169 pupils)
- 1.1 mile Stockton House School GU514NS
- 1.1 mile Crookham CofE Infants' School GU526PU
- 1.2 mile Elvetham Heath Primary School GU511DP (624 pupils)
- 1.3 mile Fleet Infant School GU527LQ (296 pupils)
- 1.3 mile Velmead Junior School GU527LG (350 pupils)
- 1.4 mile Church Crookham Junior School GU528BN (393 pupils)
- 1.5 mile Tweseldown Infant School GU528LL (214 pupils)
- 1.7 mile St Nicholas' School GU520RF (378 pupils)
- 2.6 miles Oakwood Infant School RG278DY (207 pupils)
- 2.7 miles Grey House Preparatory School RG278PW (120 pupils)
- 2.8 miles Greenfields Junior School RG278DQ (211 pupils)
- 3.1 miles Crondall Primary School GU105QG (200 pupils)
- 3.2 miles Southwood Infant School GU140NE (170 pupils)
- 3.3 miles Parsonage Farm Nursery and Infant School GU149TT (235 pupils)
- 3.6 miles Guillemont Junior School GU149ES (352 pupils)
- 3.6 miles Hale School GU90LR (414 pupils)
- 3.6 miles Hale Middle School GU90LR
All Saints Church of
England Aided Junior School
Leawood Road, Fleet, GU51 5AJ
|Inspection dates||14–15 November 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because:
| Most pupils attain well above the national |
Pupils who are disabled or have special
Teaching is of good quality. Many teachers
Pupils behave very well in lessons and around
Pupils enjoy responsibility, whether serving
average by the end of Year 6. They achieve
particularly well in reading and mathematics.
educational needs share in the good
have high expectations and excellent
relationships with pupils, who consequently
make good progress.
the school. They greatly enjoy school and feel
very safe and well looked after.
on the school council or in other roles.
| The leadership, well supported by governors, |
The school has an imaginative approach to the
The school has particular strengths in music
Parents and carers have every confidence in
has maintained and improved upon the high
standards from the previous inspection. The
senior leadership and heads of year check the
quality of teaching frequently and rigorously.
curriculum, developing a range of topics to
interest pupils and emphasising independence
and critical thinking skills.
and the performing arts. There are excellent
opportunities for promoting spiritual, moral,
social and cultural education.
the school and the quality of education it
provides for their children.
| There is not enough outstanding teaching to |
ensure the best possible progress for every
pupil. Occasionally work is not challenging
enough for more able pupils and teachers’
marking does not consistently show pupils
how to improve their work to the highest
| Progress in writing is slower than in other |
Some of the very few pupils in receipt of pupil
subjects, with limited opportunities for pupils
to write freely and creatively in a range of
premium funding do not achieve as well as
other pupils in the school.
Information about this inspection
- The inspectors observed 22 lessons, taught by 14 teachers. Six of the observations were
carried out jointly with members of the senior leadership team.
- Meetings were held with the headteacher, other staff, four governors and a representative of the
- The inspection team took account of 60 responses to the online questionnaire (Parent View) and
10 questionnaires returned by staff.
- The inspection team observed the school’s work and scrutinised a variety of documentation,
including the school improvement plan, the school’s evaluation of itself, governing body minutes,
data on pupils’ current progress, records of monitoring and records relating to safeguarding.
|John Laver, Lead inspector||Additional Inspector|
|Louise Eaton||Additional Inspector|
|David Westall||Additional Inspector|
Information about this school
- The school is larger than the average-sized primary school.
- A large majority of pupils are of White British heritage.
- The proportion of pupils who speak English as an additional language is well below the national
- The proportion of pupils known to be eligible for the pupil premium (additional funding for pupils
known to be eligible for free school meals, children in the care of the local authority and other
groups) is well below the national average.
- The proportion of pupils supported at school action, and the proportion supported at school
action plus or with a statement of special educational needs, are both below average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- The school is currently preparing to move from three-form to four-form entry. During the last
year the school has undergone several changes in staffing.
- The school holds several awards, including Artsmark Gold and the International School award.
What does the school need to do to improve further?
- Improve teaching, so that more of the good teaching becomes outstanding, by:
ensuring that teachers consistently give pupils work which is hard enough to help them learn
to their full potential in lessons
ensuring that teachers encourage pupils to respond directly to marking in their books, make
use of pupils’ targets and success criteria in their marking and show pupils clearly how to
improve their work to the next level
building on the measures to support the learning of the few pupils in receipt of the pupil
premium, so that their progress is at least as good as that of other pupils in the school.
- Improve attainment and progress in writing, so that more pupils leave school with the highest
providing pupils, especially the more able, with more opportunities to write at length and with
creativity both in English lessons and across the curriculum.
|The achievement of pupils||is good|
- Most pupils join the school with levels of attainment above the national average.
- The school’s assessment and tracking data, lesson observations and scrutiny of pupils’ work all
show that the great majority of pupils make good progress, reaching well above average
standards by the age of 11. Some pupils make outstanding progress in reading and
mathematics. Attainment and progress in mathematics have been consistently high since the
- Pupils’ achievement in information and communication technology, an issue at the previous
inspection, has improved significantly and is now good.
- Pupils who are disabled or have special educational needs make good or excellent progress,
because the school identifies their needs thoroughly and provides good support for them both
inside and outside of lessons.
- Pupils read confidently and accurately. They show above average speaking and listening skills,
seen in their eagerness to express their ideas in class.
- Pupils take pride in their work, evident in much of their handwriting and presentation.
- Some previous gaps in attainment and progress between different groups of pupils have
narrowed since the previous inspection. However, the very few pupils in receipt of pupil
premium funding, mostly those known to be eligible for free school meals, do not achieve as well
overall in English and mathematics as other pupils in the school. The degree of
underachievement varies in both subjects between classes and year groups, because the
number of eligible pupils is so small.
- The school recognises writing as a continuing area for development, because although standards
are improving, not as many pupils achieve the highest levels in writing of which they are
- Inspectors saw many examples of good and sometimes outstanding achievement in lessons. For
example, older pupils were observed developing confidence, knowledge and a range of personal
skills as they trained to be sports leaders for younger children.
- Occasionally pupils do not learn effectively enough. This was seen, for example, when the tasks
set by the teacher were too repetitive or not particularly challenging. Pupils are very positive
about the school, but some do say that occasionally tasks could be more interesting.
- Parents and carers are very positive about the achievement of their children in school.
|The quality of teaching||is good|
- The leadership has worked hard to further improve the good teaching seen at the previous
inspection, despite having to cope with several changes in staffing.
- Teaching is typically good, as evident from inspectors’ observations and the school’s own
records. There are still some inconsistencies, which is why teaching is not outstanding.
- Typical of the strengths in teaching are the good relationships fostered by teachers. These result
in pupils being keen to learn and having the confidence, for example, to generate discussions in
- Pupils are encouraged to discuss their work confidently, and other pupils listen well.
- Teaching assistants offer good support to pupils who are disabled or have special educational
needs, which helps them make very good progress.
- Teachers question pupils well, both consolidating and extending their understanding.
- Teaching is occasionally less effective in ensuring good learning, usually when pupils are not
given tasks suitable to their level of ability.
- Teachers mark pupils’ work conscientiously, writing detailed comments in their books. However,
they do not consistently make pupils respond directly to the comments. Teachers do not
regularly use pupils’ targets in their everyday teaching or give enough specific advice to help
pupils progress to the next level.
- Parents and carers strongly value the good teaching.
|The behaviour and safety of pupils||are good|
- Inspectors’ observations and the school’s own records show that behaviour is very good in
lessons and around the school. It is not outstanding, because a few pupils sometimes present
challenging behaviour which is managed well, and some pupils behave better for some teachers
- Pupils and parents and carers agree that the school is a very friendly, safe environment which
encourages pupils to develop the full range of personal qualities as well as academic skills. Pupils
do understand that there are varying forms of bullying, including making racist statements, but
do not feel that they are issues in this school.
- Pupils’ enjoyment of school is reflected in attendance, which is well above average, There is also
a high participation rate in clubs and activities outside the school curriculum.
- The school is very successful in fostering pupils’ desire to take on personal responsibility. There
is a very active school council and pupils take on various roles. They talked to inspectors about
the link with a school in Gambia and another school in London, resulting in mutual visits. The
school’s outgoing approach has led to the award of International School status.
- As well as promoting pupils’ personal development very successfully, the school is proud of its
Christian ethos. It encourages pupils to reflect and develop as rounded young citizens, seen in
an assembly attended by parents and carers and led by pupils themselves, demonstrating their
musical and dramatic talents. The school is very inclusive; it practices equal opportunities and
does not tolerate discrimination.
|The leadership and management||are good|
- The headteacher and the senior leadership team have shown determination and a commitment
to excellence in building on the school’s strengths evident at the previous inspection.
- Leadership is not outstanding, because it does not yet ensure outstanding teaching or outcomes,
but its track record of bringing about successful change shows that the school has a strong
capacity to improve further.
- The leadership accurately understands the school’s strengths and areas for development,
particularly in improving writing. Strategies are in place to improve writing and the progress of
pupils in receipt of the pupil premium, for example through providing additional adult support,
but these are not all yet fully effective.
- Heads of year play an increasingly active role alongside the senior leadership in checking the
quality of teaching and learning, and this process is regular and rigorous.
- The leadership ensures that pay and allowances are linked closely to accountability and
progress. Staff have become more skilled at analysing data about pupils’ progress and targeting
and supporting pupils in danger of underachieving.
- The local authority recognises the school’s strengths and therefore maintains a ‘light touch’
approach to providing support. The leadership is used as a model of good practice in other
- The school has developed a curriculum which encourages pupils to acquire skills and knowledge
through a range of topics. It also encourages pupils to develop critical thinking skills. Pupils are
given choices, for example about the choice of art and craft activities when studying the ancient
Romans. The development of higher-order thinking and critical skills prepares pupils very well for
the next stage of education.
- The school promotes a healthy lifestyle with an emphasis on the benefits of exercise and healthy
eating. Primary sports funding is being used to increase opportunities, partly by using extra staff,
who are sometimes specialists. There is already a high participation rate in sports and other
clubs and the initiative is having a positive impact on enthusiasm and standards.
- The school has great strengths in music and performing arts, hence its award of Artsmark Gold.
For example, there are several pupil choirs.
- The school collaborates effectively with other local schools to benefit staff by increasing training
opportunities and experience in areas such as assessing pupils’ work. Pupils benefit from
opportunities such as using sports facilities in other schools.
- The school meets safeguarding requirements and gives a high priority to developing pupil and
staff awareness of aspects such as safe use of technology.
- The governance of the school:
The governing body is very active in the school and understands its strengths and areas for
development very well. Governors understand the desirability of improving teaching still
further, and they also appreciate how the progress of the school’s pupils compares with that
of pupils nationally. As well as supporting the school, governors ask challenging questions of
the leadership, for example about strategies for improving the progress of pupils in receipt of
the pupil premium. They have already considered how to deploy the new sports funding
effectively. Governors have undertaken their own professional training. They appreciate the
importance of linking teachers’ pay to performance. Governors are meticulous in checking the
school’s performance and supporting the school in continuing to move forwards.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||116358|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Junior|
|School category||Voluntary aided|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||426|
|Appropriate authority||The governing body|
|Date of previous school inspection||23 September 2008|
|Telephone number||01252 615428|
|Fax number||01252 812767|