School etc

All Saints Roman Catholic Primary School

All Saints Roman Catholic Primary School
Green Lane East
North Yorkshire

phone: 01845 523058

headteacher: Mrs Karen Williams


school holidays: via North Yorkshire council

69 pupils aged 4—10y mixed gender
98 pupils capacity: 70% full

30 boys 43%


40 girls 57%


Last updated: Sept. 3, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 442781, Northing: 481463
GPS coordinates
Latitude: 54.227, Longitude: -1.3453
Accepting pupils
5—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 18, 2014
Diocese of Middlesbrough
Region › Const. › Ward
Yorkshire and the Humber › Thirsk and Malton › Sowerby
Town and Fringe - sparse

rooms to rent in Thirsk

Schools nearby

  1. 0.1 miles Sowerby Community Primary School YO71RX (255 pupils)
  2. 0.2 miles Thirsk School & Sixth Form College YO71RZ (989 pupils)
  3. 0.8 miles Thirsk Community Primary School YO71SL (280 pupils)
  4. 1.7 mile South Kilvington Church of England Voluntary Controlled Primary School YO72LR (73 pupils)
  5. 1.9 mile Carlton Miniott Community Primary School YO74NJ (181 pupils)
  6. 2.8 miles Breckenbrough School YO74EN (46 pupils)
  7. 3 miles Alanbrooke School YO73SF (57 pupils)
  8. 3.5 miles Sutton-Under-Whitestonecliffe Church of England Voluntary Controlled Primary School YO72PS
  9. 3.6 miles Topcliffe Church of England Voluntary Controlled Primary School YO73RG (103 pupils)
  10. 4 miles Queen Mary's School YO73BZ (258 pupils)
  11. 4.3 miles Knayton CofE Primary School YO74AN (99 pupils)
  12. 4.7 miles Sessay Church of England Voluntary Controlled Primary School YO73NA (82 pupils)
  13. 4.8 miles Baldersby St James Church of England Voluntary Controlled Primary School YO74PT (35 pupils)
  14. 4.8 miles Thornton-Le-Moor CofE Primary School DL79DW
  15. 5.1 miles South Otterington Church of England Voluntary Controlled Primary School DL79HD (112 pupils)
  16. 5.2 miles Pickhill Church of England Primary School YO74JL (23 pupils)
  17. 5.3 miles Cundall Manor School YO612RW (355 pupils)
  18. 5.5 miles Newby Wiske County Primary School DL79EY
  19. 6 miles Dishforth Church of England Voluntary Controlled Primary School YO73LN (82 pupils)
  20. 6.7 miles Husthwaite Church of England Voluntary Controlled Primary School YO614QA (80 pupils)
  21. 6.8 miles Dishforth Airfield Community Primary School YO73DL (52 pupils)
  22. 7 miles St Peter's Brafferton Church of England Voluntary Aided Primary School YO612PA (68 pupils)
  23. 7.8 miles Burneston Church of England Voluntary Aided Primary School DL82HX (87 pupils)
  24. 8 miles Broomfield School DL78RG (241 pupils)

List of schools in Thirsk

School report

All Saints Roman Catholic

Primary School

Green Lane East, Thirsk, North Yorkshire, YO7 1NB

Inspection dates 18–19 June 2014
Overall effectiveness This inspection: Good 2
Previous inspection: Outstanding 1
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

Pupils make good progress from their
The quality of teaching is good and
Behaviour is good. Pupils behave well in and
This is a safe school. Pupils say that they feel
individual starting points in reading, writing
and mathematics to reach standards that are
above average by the end of Year 6.
occasionally outstanding. As a result pupils of
all abilities achieve well.
out of lessons. They show enthusiasm for
their learning and try their hardest.
secure and they know how to keep
themselves safe.
The headteacher, increasingly well supported
Members of the governing body are becoming
Children get off to a good start and make good
by leaders at other levels, has worked hard to
raise pupils’ achievement and to maintain and
build upon the quality of teaching following
changes to the school community since the last
inspection, including changes to staffing.
increasingly effective and use their skills and
expertise well to provide strategic direction for
the school.
progress whenever they join the school, as a
result of the caring environment and the
effective teaching.
Pupils’ progress slows when teachers’
Pupils do not always make rapid enough
instructions and explanations are sometimes
overly long.
progress because in some lessons teachers
do not give them enough chances to work
things out for themselves without direct adult
Pupils do not consistently respond to the
Middle leaders are not yet skilled enough in
suggestions for improvements that teachers
make when they mark their work.
monitoring the progress of pupils and the
quality of teaching in their subjects and
therefore their impact on improvements are
not rapid enough.

Information about this inspection

  • The inspector observed teaching and learning in six lessons, one of which was observed jointly
    with the headteacher. He also listened to pupils read in Years 2 and 6.
  • The inspector took account of 23 responses to the online questionnaire (Parent View) and eight
    questionnaires completed by the staff.
  • The inspector held meetings with pupils from Year 6. He talked informally with pupils at break
    and lunchtimes. He also talked to members of the governing body and a representative of the
    local authority. In addition, he held discussions with leaders who have other responsibilities,
    including the special educational needs coordinator, the leader of literacy and the leader of the
    Early Years Foundation Stage.
  • The inspector observed the school at work and looked at a range of documentation, including
    internal and external information relating to pupils’ progress, pupils’ workbooks, school
    improvement planning and the school’s view of how well it is doing. He also considered reports
    written by the local authority, documents relating to teachers’ performance, minutes of
    governing body meetings and safeguarding and child-protection information.

Inspection team

Peter Evea, Lead inspector Additional Inspector

Full report

Information about this school

  • This is a much smaller than averaged-sized primary school.
  • The proportion of disabled pupils or those with special educational needs supported through
    school action is lower than average.
  • The proportion of pupils supported at school action plus or with a statement of special
    educational needs is lower than average.
  • The proportion of pupils supported by the pupil premium is lower than average. The pupil
    premium is additional funding for those pupils who are known to be eligible for free school meals
    and those children who are looked after by the local authority.
  • A significant number of pupils join the school with little or no English and a number of these
    pupils join the school after the normal starting point.
  • There have been changes in staffing within the school and significant changes to the governing
    body in recent years.
  • Middle leaders are new to their roles.
  • The school meets the government’s current floor standards, which are the minimum
    expectations for pupils’ attainment and progress.

What does the school need to do to improve further?

  • Improve the quality of teaching to outstanding and so raise standards further by:
    ensuring that pupils are able to start tasks promptly
    providing pupils with more opportunities to work things out for themselves without direct adult
    making sure that pupils make the improvements that teachers suggest when they mark their
  • Develop the skills of middle leaders in monitoring the quality of teaching and the achievement of
    pupils in their subject or area of responsibility.

Inspection judgements

The achievement of pupils is good
  • From their individual starting points, pupils make good progress. Attainment fluctuates because
    of the small numbers in each cohort, but overall pupils typically reach standards that are above
    national averages.
  • Children usually enter the Early Years Foundation Stage with standards that are typical for their
    age. This varies significantly from year to year.
  • The significant proportion of pupils join the school after the start of the Reception Year and with
    little or no English settle in quickly and begin to catch up. The good teaching, caring staff and
    the understanding of each pupil's needs that is quickly built up ensure that pupils make good
  • Pupils make good progress from their varied starting points and leave Key Stage 1 with
    standards in line with those expected for their age overall. The standards reached overall at the
    end of Key Stage 1 appear to be lower than might be expected because of the number of pupils
    who are learning to speak English or who have joined the school later than the other pupils.
    Those pupils who start school at the beginning of the Reception Year reach standards that are
    above average.
  • This good progress continues and accelerates across Key Stage 2 and pupils reach standards
    that are above average in English and mathematics. Those pupils who join the school with
    limited English skills acquire the necessary skills quickly and then make rapid progress.
  • Pupils write well and often at length in a range of subjects. They can adapt their writing styles to
    suit a range of audiences and purposes.
  • Teaching places a high priority on the development of pupils’ reading skills and significant recent
    improvements have been made. Pupils are taught successfully how to recognise letters and the
    sounds they make (phonics). Pupils enjoy reading throughout their time in school and, as a
    result, pupils in Key Stage 2 are mostly reading above the levels expected for their age.
  • In mathematics lessons pupils make good progress and are regularly given opportunities to use
    and apply their mathematical skills and knowledge in other subjects, such as creating a bar chart
    to show information about animals in a rainforest.
  • The most able pupils make good progress to reach above-average standards in English and
    mathematics, as a result of high expectations, effective support and work which challenges
    them. A number of pupils in Year 6 have been entered for the higher Level 6 tests.
  • Pupil who are eligible for free school meals and who are supported by the pupil premium reach
    standards that are similar to those of other pupils in the school. The school’s own data on pupils’
    progress and attainment in English and mathematics show that there are no gaps between the
    achievement of these pupils and others in the school. Pupils receive additional support both in
    class and in small groups out of class.
  • Disabled pupils and those with special educational needs make the same good progress as
    others. This is because their needs are identified and their progress is checked and reviewed
    regularly in order to make sure that carefully planned support closely matches individual pupils’
    particular needs.
  • Regular checks by the headteacher on the progress pupils make is ensuring that overall, pupils
    of all ability, including the most able, make good progress and have the opportunity to perform
    equally well. This demonstrates the school’s commitment to equality of opportunity.
The quality of teaching is good
  • Teaching is good and has improved as a result of the determined actions of school leaders
    following a period of changes in staffing. The schools records support this judgement and the
    impact it has had on pupils’ learning and achievement.
  • Well planned interesting lessons enthuse pupils. This was evident in the mixed-age Class 3
    where pupils were absorbed in using primary and secondary sources to research events in the
    First World War.
  • Teachers use their detailed knowledge of how well pupils have done to plan activities that match
    the needs of different groups almost at an individual level. This means that pupils have work to
    do that is hard enough for them. As one pupil said, ‘This is really challenging, but I like a
    challenge and challenge is good for you.’
  • In some lessons pupils do not reach their full potential because the level of planning is so
    detailed that the amount that pupils can learn is carefully controlled by the teacher, which
    sometimes prevents pupils from working things out for themselves.
  • Pupils books indicate that the amount of work pupils complete and the progress they make is
    sometimes limited because too much time has been spent on instructions and explanations that
    teachers give to the different groups in a class when pupils are ready to get on with their work.
  • Pupils are keen to write and often do so at length because their teachers provide them with
    interesting topics to write about. Pupils have opportunities to write in a range of different
    subjects and become skilled at adapting their writing style to suit different audiences and
  • Pupils have planned opportunities to read during the school day and read widely in school and at
    home and talk enthusiastically about their favourite authors.
  • In mathematics, teachers make sure that pupils are able to develop and apply the skills they
    need to make good progress. They also use these skills to good effect in other subjects.
  • Teachers regularly mark pupils work and provide them with information about where they have
    done well and where they could improve. However, teachers do not make sure that pupils
    routinely respond to these suggestions and so they sometimes continue to make the same
    mistakes or fail to learn how their work could be better.
  • Teaching assistants are deployed effectively and carefully guide pupils’ learning. They have an
    accurate picture of the needs of individual pupils, especially disabled pupils and those with
    special educational needs, because they know these pupils very well.
The behaviour and safety of pupils are good
  • The behaviour of pupils is good.
  • Pupils behave very well in and out of lessons. They come to school eager to learn and use their
    time in school productively. They are confident, well-rounded and capable young people who
    leave the school very well prepared for the next step in their education. However, when the pace
    of learning drops, some pupils are content to work at a slower pace.
  • Pupils, including the most able, typically try their hardest to do what their teachers ask of them.
  • The school has an effective system for encouraging pupils to behave well, which is understood
    by all. Pupils say that they know how to behave well both in and out of lessons and that they
    expect others to behave equally well.
  • Pupils say that there is little bullying and that if any occurred it would be dealt with swiftly. They
    are well aware of the different types of bullying, including cyber bullying.
  • Pupils are very active and appreciate the range of activities and clubs available to them,
    especially the sports activities and the Lego club.
  • Pupils willingly take on roles of responsibility, such as being play leaders, and there is an
    effective school council. Older pupils care for and about younger pupils and act as good role
    models for others to look up to. Pupils talk about the school being like a big family.
  • Attendance is above average. The school works hard to make sure that pupils come to school
    regularly and on time.
  • Pupils take pride in their appearance and that of their school
  • The school’s work to keep pupils safe and secure is good.
  • Procedures for keeping pupils safe are managed well. Pupils say that they feel safe and parents
    agree that their children feel secure in school. Pupils have a good understanding of how to keep
    themselves safe in a range of situations, including when using the internet.
The leadership and management are good
  • The school is well led by an experienced headteacher supported by increasingly effective middle
    leaders and governing body. Leaders and managers have successfully guided the school through
    a period of change both in staffing and increased levels of pupil mobility.
  • Leaders at middle level are relatively new to their roles and although they are becoming
    increasingly effective as they become more experienced, this is yet to impact fully on
    improvements in the quality of teaching and pupils’ achievement.
  • The school has an accurate picture of its strengths and areas for development and produces
    effective plans with appropriate actions to address these.
  • The headteacher carries out regular checks on the quality of teaching, which provides an
    accurate view of its quality. Where improvements are needed, teachers are able to improve their
    skills through professional development.
  • The links between the management of the performance of teachers and their professional
    development are effective and arrangements for pay and promotion of staff are closely linked to
    pupils’ progress.
  • There are thorough systems in place to check on pupils’ progress throughout the school. Where
    there are gaps in pupils’ knowledge and skills, the school quickly takes action to boost pupils’
    learning by providing them with extra support in or out of lessons. This is particularly important
    for those pupils new to the English language who quickly catch up with the other pupils.
  • The curriculum is well organised for pupils with an appropriate focus on developing their basic
    skills. A good range of educational visits and visitors to the school enrich learning. Older pupils
    really appreciate their residential visit and there is a good range of lunch time and after-school
    clubs and activities.
  • Pupils’ spiritual, moral, social and cultural development is very good, especially their spiritual
    understanding. Pupils respect the views of others and have a good knowledge of their world
    from local to global scales and of the different cultures that exist within it.
  • The new primary school sport funding is used well to provide additional activities for pupils and
    to improve the teaching of physical education. Pupils benefit from a wide range of activities
    including gymnastics and karate. They also have access to inter-school competitions. Leaders
    are planning how the impact of the funding will be measured.
  • Safeguarding and child-protection procedures are effective and meet current statutory
  • The local authority has provided much appreciated effective support in recent years, especially in
    reacting to the changes in the intake of pupils and the changes to staffing and the governing
  • The governance of the school:
    A significant proportion of the governing body are relatively new to governance. They bring an
    impressive range of skills which they use to good effect. Where there are gaps in their skills
    they actively seek training to fill these gaps. As a result they are becoming increasingly
    effective in challenging and supporting the school in equal measure. Governors are well
    informed and have a good understanding of the quality of teaching and the performance of
    pupils. Governors are familiar with the Teachers’ Standards and use them to help manage
    teachers’ performance. They have a good understanding of how the pupil premium funding is
    used and the positive impact this is are having on pupils’ progress. They also know about the
    additional sport funding and are planning how they can evaluate the impact this is having on
    pupils’ physical well-being.

What inspection judgements mean


Grade Judgement Description
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.

School details

Unique reference number 121657
Local authority North Yorkshire
Inspection number 444322

This inspection was carried out under section 8 of the Education Act 2005. The inspection was also
deemed a section 5 inspection under the same Act.

Type of school Primary
School category Voluntary aided
Age range of pupils 5–11
Gender of pupils Mixed
Number of pupils on the school roll 70
Appropriate authority The governing body
Chair John Steel
Headteacher Terry Starr
Date of previous school inspection 20 November 2007
Telephone number 01845 523058
Fax number 01845 523058
Email address reveal email: adm…


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