School etc

All Saints Primary School

All Saints Primary School
Belle Vue Street

phone: 0161 2239325

headteacher: Ms Toni Elliott

reveal email: adm…

school holidays: via Manchester council

239 pupils aged 3—10y mixed gender
179 pupils capacity: 134% full

120 boys 50%


115 girls 48%


Last updated: June 18, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 387416, Northing: 396683
GPS coordinates
Latitude: 53.467, Longitude: -2.191
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
July 5, 2011
Region › Const. › Ward
North West › Manchester, Gorton › Gorton North
Urban > 10k - less sparse
Free school meals %

rooms to rent in Manchester

Schools nearby

  1. 0.1 miles Gorton Brook School M125PW
  2. 0.2 miles St Francis RC Primary School M125LZ (260 pupils)
  3. 0.3 miles Manchester KS3 and 4 PRU M188BA
  4. 0.3 miles Manchester KS3 and 4 PRU M188BA (126 pupils)
  5. 0.4 miles The Manchester College M112WH
  6. 0.4 miles The Manchester College M112WH
  7. 0.5 miles St Peter's RC High School M124WB (903 pupils)
  8. 0.5 miles Bridge College M112GR
  9. 0.6 miles St Barnabas' CofE Primary School M112JX
  10. 0.6 miles Armitage CofE Primary School M125NP (337 pupils)
  11. 0.6 miles St Barnabas CofE Primary Academy M112JX (245 pupils)
  12. 0.6 miles Music Stuff M112NA (10 pupils)
  13. 0.7 miles Stanley Grove Junior School M124NL
  14. 0.7 miles Stanley Grove Infant School M124NL
  15. 0.7 miles Longsight Park School M124FA
  16. 0.7 miles Stanley Grove Community Primary School M124NL
  17. 0.7 miles Richmond Park School M124FA
  18. 0.7 miles Manchester Key Stage 3 PRU M124FA
  19. 0.7 miles Stanley Grove Primary Academy M124NL (593 pupils)
  20. 0.8 miles Ashbury Community Primary School M113RE
  21. 0.8 miles St James' CofE Primary School Gorton M188LW (247 pupils)
  22. 0.8 miles St Luke's CofE Primary School M124NG (419 pupils)
  23. 0.8 miles St John's CofE Primary School M130YE (367 pupils)
  24. 0.8 miles St Brigid's RC Primary School M113DR (242 pupils)

List of schools in Manchester

All Saints Primary School

Inspection report

Unique Reference Number 105480
Local Authority Manchester
Inspect ion number 367367
Inspect ion dates 5–6 July 2011
Report ing inspector Georgiana Sale

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 237
Appropriate authority The governing body
Chair Mrs Anne Unwin
Headteacher Mrs Sylvia Barrow
Date of previous school inspection 1 November 2007
School address Belle Vue Street
Gorton, Manchester
Lancashire M12 5PW
Telephone number 0161 2239325
Fax number 0161 2315838
Email address reveal email: h…
Age group 3–11
Inspect ion dates 5–6 July 2011
Inspect ion number 367367


This inspection was carried out by three additional inspectors. The inspectors visited 14
lessons and saw eight staff teach. They held meetings with members of the governing
body, staff and groups of pupils. They observed the school's work, and looked at
documentation, including records of pupils' progress, the school improvement plan,
assessment information, policies and samples of pupils' work. Information about
safeguarding was evaluated. Inspectors also took into account the views of staff and
pupils expressed in questionnaires. They received and analysed 41 questionnaires from
parents and carers.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • How good children's outcomes are in the Early Years Foundation Stage.
  • How well the school monitors progress and puts in effective action for pupils who are
    progressing more slowly than their classmates.
  • How well the pupils who have joined the school after Year 1 settle into the school
    and feel part of the community.

Information about the school

All Saints is an average-sized primary school. The majority of pupils come from the local
area. The proportion of pupils known to be eligible for free school meals is much higher
than average. The proportion of pupils who are learning English as an additional language
is high. The proportion of pupils with special educational needs and/or disabilities is
average but the proportion of pupils with a statement of special educational needs is
below average. The school has a higher proportion of pupils who join the school late,
especially at Key Stage 2. The school has gained the Basic Skills Quality Mark and Healthy
Schools Gold Award.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school's capacity for sustained improvement 2

Main findings

All Saints is a good school. Attainment is improving, especially in mathematics under the
strong leadership of the headteacher, supported by an effective governing body and
management team. Several aspects of the school's work are outstanding. These contribute
significantly to pupils receiving a good education and achieving well. Pupils feel extremely
safe because the school has exceptionally effective safeguarding procedures. The school
takes exceptionally good care of all its pupils and gives them excellent support and
guidance. Pupils are polite, confident and well-behaved. They make an excellent
contribution to the community and have outstanding spiritual moral, social and cultural
development. Community cohesion is first rate. As a result, the school is a strong,
cohesive and very safe community.
Excellent partnerships with parents, carers and outside agencies make sure that pupils
with special educational needs and/or disabilities are supported well in and out of class
and consequently these pupils make good progress. Supportive comments such as 'My
child comes skipping out of school with a big smile on his face; I can only put it down to
the school and its teaching methods', are typical of parents' and carers' views.
Pupils join the school with skills that are low compared with those normally expected. As a
result of good teaching pupils make good progress especially in mathematics. The
progress of some of the more-able pupils, and pupils in Key stage 1, has not been as fast.
Attainment is broadly average by the end of Year 6
Pupils enjoy learning because teaching is mainly good with some that is outstanding.
Lessons are fun. Teachers use assessment information well to plan lessons and regular
checks on attainment allow them to identify any pupils in danger of falling behind and put
in place help to make sure they catch up. Most teachers tell pupils how to improve their
work and what they need to learn next. However, this is not consistent across all the
teachers or across different subjects. The good curriculum makes effective links between
subjects which helps pupils to use and apply key skills.
The school has an accurate knowledge of its strengths and weaknesses. The headteacher
gives very strong direction and inspiration to the work of the school. It has improved
significantly in several key areas since the last inspection as a result.
Effective senior staff, together with a dedicated staff team who are keen to improve their
practice is leading to rapid improvements in a short time. These strengths mean that the
school has good capacity for sustained improvement.

What does the school need to do to improve further?

  • Achieve consistent rates of progress across all year groups and abilities by:
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    allowing the most-able pupils to get on more quickly with different tasks from
    those of their classmates
    making sure all teaching is at least good
    providing more sharply-focussed individual targets for pupils
    giving pupils more detailed individual feedback on what step to take next to
    improve their work.
Outcomes for individuals and groups of pupils 2

Pupils' good attitudes to learning and positive behaviour, together with excellent
relationships at all levels and between all groups make a good contribution to the quality
of learning across the school. Pupils achieve well because they are keen to learn and enjoy
their classes.
Pupils join the Nursery with skills that are very-low compared with those typical of children
of that age. They make good progress although some children are still working towards
the early learning goals by the end of their Reception year. Despite an upward trend over
the last few years, attainment is below average at the end of Key stage 1. In Key Stage 2
progress is strong especially in Years 5 and 6. The work seen in lessons and in pupils'
books confirms that, at the end of Key Stage 2 attainment is average and improving
especially in mathematics where it is now above average. Pupils learning English as an
additional language make good progress because staff provide well-focused support to
meet their individual needs. Pupils show their good understanding of healthy lifestyles by
eating a healthy lunch and healthy snacks and enjoy varied out-of-school physical activity
clubs such as Irish dancing.
Pupils feel extremely safe at school and know their voice is heard and valued. Many pupils
play an active role in their community as mentors, playground buddies or as members of
the school council. All pupils have helped choose topics in their curriculum. Pupils have
many links with the wider community through local organisations, links with other schools
in the United Kingdom, and international links with Spain. Good behaviour and attendance
patterns together with well-developed basic skills, the ability to support each other and an
excellent sense of right and wrong ensure the pupils leave the school well-prepared to
succeed at secondary school.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 2
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 1
Pupils' behaviour 2
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 1
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 1


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Teaching is good and the varied, active lessons using modern interactive technologies
keep pupils engaged. They work well as individuals, in pairs and in groups. Accurate
assessment supports planning to match lessons to the needs of the pupils. However,
sometimes the most-able pupils do not get on to the more challenging work quickly
enough and consequently, their progress slows. In class support is used well to make sure
that pupils who have special educational needs and/or disabilities make good progress.
Pupils are not always given sharply-focussed individual targets or sufficiently detailed
individual feedback on what steps to take next to improve their work. As a result, pupils
do not always know how well they are doing or what they need to do to improve their
All pupils benefit from the well-planned imaginative curriculum that includes lots of outside
educational visits or visitors that enrich their experiences. For example, following a visit by
an African artist, pupils made tribal masks. Their experiences are further enhanced by a
good range of out-of-school clubs that are well-attended.
Individual needs including social and health-related needs are meticulously explored and
staff consistently think creatively and use partner agencies to give outstanding care and
support to children and their families. Arrangements for joining the school, and to ensure
a smooth transition to the next school, are very effective. The school has very strong
partnerships with other professionals to give timely, targeted support when necessary to

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

remove any barriers to learning for pupils who have learning or personal difficulties, so
that all these pupils make good progress.

These are the grades for the quality of provision

The quality of teaching 2
Taking into account:
The use of assessment to support learning
The extent to which the curr iculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 1

How effective are leadership and management?

The headteacher's ambitious vision for pupils to achieve well and to develop into well-
rounded individuals is shared by the staff and governors all of whom work well together as
a team. They share her strong drive for improvement. The school's good promotion of
equality of opportunity is seen in the high quality of its care and its effective actions to
make sure individual pupils do not underperform, consequently gaps between the
achievements of different groups of learners are closing. Governors are well-informed and
knowledgeable and play an active role in school life.
The regular use of a range of data to evaluate and analyse the school's performance, and
rigorous monitoring of teaching and learning enables the senior team to take focused
actions to bring about effective change. This has resulted in pupils' improved performance,
particularly in mathematics where pupils now make good progress and are above-average
at the end of Key Stage 2.
There is a very strong emphasis on child protection and all staff have received relevant
training. The school provides a very safe place to be and develops in the pupils a good
sense of evaluating risk, giving them the confidence to enjoy a week away at an outdoor
activities camp. The school forms strong partnerships which are used effectively to
enhance the pupils' learning opportunities and provide support.
The headteacher has been successful in developing a very cohesive school community
based on a love of learning and clear values of respect for individuals and everyone
playing their part. The school has an excellent understanding of the community it serves
and is helping pupils to engage successfully with people from other backgrounds and
cultures in Britain. It has successfully nurtured attitudes and skills in its pupils that will
enable them play an active role in any future community of which they are member. As a
result, pupils enjoy experiencing new cultures, new people and different ways of life.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and supporting the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 1
The effectiveness of partnerships in promoting learning and well-being 1
The effectiveness with which the school promotes equality of opportunity and tackles
discriminat ion
The effectiveness of safeguarding procedures 1
The effectiveness with which the school promotes community cohesion 1
The effectiveness with which the school deploys resources to achieve value for money 2

Early Years Foundation Stage

In the Early Years Foundation Stage children have a good start to their education and
progress well. The very low levels with which most children start school in the Nursery are
raised significantly so that the majority of children have reached the nationally-expected
level by the end of Reception, although some are still working towards nationally-expected
They enjoy their learning. Teaching is good and activities are well-planned, fun and
purposeful. For example there were many smiles and laughter as children used hand
puppets to tell the story of the red hen who wanted to be a miller. Both the indoor and
outdoor areas provide a stimulating and fun learning environment and, as a result,
children explore and investigate a wide range of experiences, which contributes to their
good progress.
The new Early Years Foundation Stage leader has a clear vision of how to develop
provision further. She has built good relationships with parents and outside agencies and
these contribute to the good-quality care children receive. At all times, children are safe
and secure; all procedures regarding safeguarding are excellent.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 2
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

The response rate from parents and carers to the Ofsted questionnaire was below the
national average for primary schools. The overwhelming majority of those who responded
found the staff to be dedicated and supportive, and many spoke positively of what a safe
and happy place the school was, and how much their child enjoyed school. They were also
appreciative of how well their child is progressing and how the school focuses on
individuals. The inspectors also found the school to have these strengths.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at All Saints Primar y School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school.
The inspection team received 41 completed questionnaires by the end of the on-site inspection. In total,
there are 237 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 27 66 14 34 0 0 0 0
The school keeps my child
26 63 13 32 1 2 1 2
My school informs me about
my child's progress
24 59 15 37 1 2 0 0
My child is making enough
progress at this school
22 54 18 44 0 0 0 0
The teaching is good at this
24 59 15 37 0 0 0 0
The school helps me to
support my child's learning
20 49 18 44 1 2 0 0
The school helps my child to
have a healthy lifestyle
22 54 17 41 1 2 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
21 51 18 44 0 0 0 0
The school meets my child's
particular needs
22 54 14 34 1 2 1 2
The school deals effectively
with unacceptable behaviour
21 51 15 37 2 5 0 0
The school takes account of
my suggestions and concerns
15 37 21 51 3 7 0 0
The school is led and
managed effectively
26 63 15 37 0 0 0 0
Overall, I am happy with my
child's experience at this
25 61 15 37 0 0 0 0


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 46 48 6 0
Primary schools 6 47 40 7
Secondary schools 12 39 38 11
Sixth forms 13 42 41 3
Special schools 28 49 19 4
Pupil referral units 14 45 31 10
All schools 10 46 37 7

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 December 2010 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see

The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding sch ools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

6 July 2011
Dear Pupils

Inspection of All Saints Primary School, Manchester, M12 5PW

We really enjoyed visiting your school and I am writing to thank you for two very
interesting days. You go to a good school. These are the best things about your school.

  • Children in Early Years Foundation Stage thoroughly enjoy school and learn quickly.
  • Your behaviour is good and you are kind to each other and play together very
  • You are well taught and your lessons are fun and interesting.
  • You are really well cared for and supported by all the adults in the school
  • You make good progress and work hard in lessons.
  • The school works extremely closely with your parents and carers to make sure you
    are successful at school.

We have asked your school to look at how they can make things even better. The most
important things are:

  • your teachers should make sure that they tell you exactly how to improve your work.
    You need to make sure that you listen to them and then put their advice into
  • we have asked your teachers to make sure that you get on to your 'challenges' at
    your work table more quickly.

You can help by attending school every day, working hard and always trying your best. I
wish you every success in your time at school.
Yours sincerely

Georgiana Sale
Lead inspector


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