All Saints Catholic School has achieved the Inclusive School Award with Flagship status.
Ensuring Success for Every Pupil
It was an absolute pleasure to visit All Saints Catholic School and observe this highly inclusive school in action. The inclusive Catholic ethos shines through and permeates into all the school’s pastoral and academic support. The most recent Ofsted inspection (March 2023) said, “this is an inclusive school. Leaders are committed to ensuring success for every pupil. Pupils study the learning pathway which reflects their skills, talents, needs and abilities. This ensures that no child is left behind. Pupils with Special Educational Needs and/or Disabilities (SEND) are well supported. Teachers are kept up-to-date on pupils’ needs and ensure pupils have appropriate support in class.”
The chapel is the heart of the school; all pupils and staff attend Mass throughout the week. On a Friday before school, there is an open Mass for anyone who wants to worship. This is very well attended.
One of the school’s drivers as part of the school’s development plan and the focus for the Flagship project, is “No Child Left Behind”. This is the driving force and staff and parents are fully committed to this. Pupils travel from afar to attend this school which is highly regarded by pupils and staff.
Highly Dedicated Staff
Staff are highly dedicated to All Saints Catholic School and its learners. It was a privilege to speak to so many members of staff who work relentlessly to make sure that no child is left behind and that all learners are seen as individuals with talent. The Headteacher is a powerful advocate of Inclusion within the school and the external education community.
Parents value the effective communication between the school and families. The introduction of a new app (Bromcom) means that they are aware of any behaviour, attendance or punctuality issues instantly. Attendance data for the school is excellent, standing currently at 96.8%.
The role of the Assistant Headteacher for SEND and Inclusion also includes working with the more able pupils. These more able pupils have access to the resources of the SEND department and can spend time in the quiet areas to work.
This top 10% of the pupils wear Scholars’ badges so are easily identified. They are identified in each subject with tailored interventions given to them so that they reach their full potential.
Pupils speak very highly of the school and value all the opportunities that they are given. An A Level Law student said he had very good support with his learning with helpful and clear advice from his teacher.
Prefects spoke about each form group having a Saint charity which they fundraise for, she also said that there is a strong sense of community and that everyone is part of one family. They enjoyed the international evening and the wide range of available clubs.
Six members of the school chaplaincy team who are members of the Society of St. Joseph spoke to our Assessor about the religious element of the school. They value the visual timetable on the plasma screen, reminding people when different religious events are happening each day, such as times for the rosary.
They spoke about being role models for the school and they hope that the younger children learn from them. They talked about the work of the two school chaplains and how there is always someone to speak with. All the pupils met with were very articulate and welcoming.
Curriculum Pathways
The school has developed five curriculum pathways for pupils so that no one is following an inappropriate curriculum that does not meet their needs. Learning-to-learn sessions that present active recall and how to tailor revision to one’s own needs are very effective for all learners.
“Truth, goodness and beauty” are the thread around which the curriculum is linked. These ideas are related to all subjects and all lessons. The truth aspect develops a curious and enquiring mind.
The school uses assessment in all areas to make sure that they have a clear picture of each child’s strengths, needs and level of motivation. This deep knowledge about each individual means that they can tailor individual support packages to exactly what the child needs, whether pastorally or academically.
The quadrant model means that each child is placed in one of the four quadrants linked to effort/attainment. There is a package of interventions linked to each quadrant that the pupil follows. Results from this have been successful.
Pupil voice is paramount and pupils feel confident to express their opinions and views, knowing that they will be listened to and respected.
Staff Feel Valued
Staff feel valued and well-supported at the school. The Headteacher has given the staff 10 hours of their directed time for Continuing Professional Development (CPD) to spend as they wish, personalising their package whether through webinars, department joint training or external courses. This flexible working is appreciated by staff. National Professional Qualification (NPQ) courses are run at the school which makes it easier for staff to take advantage of this professional development opportunity.
As well as subject/curriculum training, all the senior leaders have completed diabetic training. The front office staff, as well as other members of staff, have had training in first aid, epilepsy, epi-pen and sickle cell training.
Each form has a captain, a sports captain and a prayer captain as part of the school’s leadership programme.
The Careers programme is embedded through the formally taught academic curriculum where appropriate. Each subject area includes links to appropriate careers and life skills built into their schemes of learning and students are taught about employment opportunities based on the skills they learn.
As part of their induction process, all Year 7s completed a language survey in September to ascertain which learners would benefit from a comprehensive intervention plan to develop their basic English skills.
The Lead Assistant Headteacher for Pastoral Care spoke about the wide range of interventions and monitoring processes that are in place to support pupils’ mental health and wellbeing. The school has developed a highly skilled team that provides pastoral support within the Intermediate Education Unit (IEU) which is seen as the school’s alternative to suspension. It is highly structured and supported by the Inclusion Manager, mentors and a bought-in counsellor who works with pupils with higher needs. It is an opportunity to reflect, grow and learn within a restorative environment.
Find out more about the IQM Inclusive School Award
If your school is interested in obtaining the IQM Inclusive School Award or you wish to talk to a member of the IQM team please telephone:
028 7127 7857 (9.00 am to 5.00 pm)
or email: [email protected] for further details.
Want more information on the IQM Award? Click here to request your free IQM information pack.