All Saints CofE First School Review 2026, Leek, a Church of England first school with strong pastoral foundations

This is a first school (to age 9), so families often care most about the quality of early reading, writing, number, and the habits that make Key Stage 2 success possible later. The latest Ofsted inspection (May 2023) confirmed the school continues to be Good and stated that safeguarding arrangements are effective.

Beyond the headline, the same report paints a school where pupils achieve well and expectations are high, including for pupils with special educational needs and or disabilities. Assessment is described as thorough in most subjects, with teaching adapted to address gaps so that most pupils keep up with the curriculum’s ambition.

There are also two specific improvement threads that parents should take seriously because they are concrete and actionable. First, some reading books were not always well matched to the phonics sounds pupils were learning, which can slow progress for the children most reliant on systematic decoding. Second, in a small number of subjects, the intended key knowledge was not always sufficiently clear or was too extensive, making retention harder for some pupils.

The practical implication is that this is a school that values curriculum thinking, but benefits from tight sequencing and clarity, especially for pupils who need repetition and precision to remember core content.

Daily structure is deliberately shaped around foundational learning. The school explicitly warns that arriving after 8.55am means children miss phonics, reading, and spelling, a sign that early literacy is treated as non-negotiable rather than optional.

In classroom terms, the inspection report describes an ambitious curriculum and highlights deep dives in early reading, mathematics, and history. While families should never expect a first school to teach like a middle or junior school, those subject choices indicate where leaders and staff have been putting attention: decoding and language, number fluency and reasoning, and the beginnings of disciplinary knowledge in humanities.

For pupils with additional needs, the same external reporting stresses early identification and inclusion, with staff guidance that helps pupils with SEND participate fully and achieve well.

The implication for parents is that support is described as integrated rather than bolt-on. It is still worth asking what interventions look like in practice, for example phonics catch-up, language support, or structured maths practice, and how progress is reviewed across mixed-age classes.

Because the school’s upper age is 9, most children will move on before the end of primary education. In Staffordshire Moorlands, that typically means transition into the relevant middle school pathway where it applies locally, and then onward to high school later.

For families, the most useful next step is to ask the school which middle schools most children transfer to, and how transition is supported academically and pastorally. Look for practical answers: shared curriculum expectations, familiarisation visits, and how the school ensures reading and number fluency are secure before pupils leave.

If your child joins through Nursery or Reception, also ask about continuity across phases. The school day information explicitly separates Nursery timings from Key Stage timings, suggesting a clear organisational boundary that should still feel smooth for children moving up.

Reception admissions follow Staffordshire’s coordinated process and the county council confirms that, for children starting school in September 2026, applications close on 15 January 2026.

Staffordshire also uses National Offer Day for primary offers on 16 April 2026.

Demand is real, based on the school’s own admissions route figures. For the primary entry route, 94 applications were recorded for 45 offers, and the school is listed as oversubscribed. This level of competition tends to mean that living close, understanding the oversubscription criteria, and getting paperwork right matters.

The published admission number for Reception is 45.

If you are applying from outside the immediate area, it is sensible to review how distance is used in allocations in the relevant admission arrangements, then cross-check your own position using the FindMySchool Map Search so you understand realistic prospects before relying on a single preference.

Nursery admissions are handled directly by the school, not via Staffordshire’s coordinated process. The school’s admissions page states that an online application form must be completed by 31 March for a September nursery place.

Because nursery timetables and availability can shift, families should treat this as a key administrative deadline and confirm the current year’s form and process well in advance.

Behaviour is described externally as calm, purposeful, and respectful, with pupils happy and safe. Pupils learn about tolerance, respect, positive relationships, and online safety, and the report describes a strong safeguarding culture with regular staff training and quick response when concerns arise.

For parents, the practical question is how this culture is maintained across mixed-age classes and busy transition points, particularly the move into Reception routines and the move out of Year 4. Ask about the behaviour policy in plain terms, how staff use consistent language, and what support looks like for children who struggle with regulation or friendship issues.

Faith can also play a pastoral role. The school’s stated vision emphasises Christian values carried through life’s journey, which can feel grounding for many families, especially those who want moral language and community service to be normalised.

Clubs and enrichment matter at first-school age because they build confidence, friendships, and positive habits around school. External reporting mentions a range of clubs that change regularly, including coding, forest school, and choir.

Those specifics are useful because they signal a balance: outdoors, creativity, and digital problem-solving rather than a narrow focus on sport-only options.

The school also references “secret storytellers” as a way to grow love of reading, with adults reading to pupils and questioning to build understanding.

The implication is that reading is treated as culture as well as skill. Families with reluctant readers should ask how the school builds stamina and enjoyment, and what happens when a child needs systematic catch-up.

Wraparound provision is unusually clearly set out. All Saints’ Kids Club offers breakfast provision from 7.30am and tea club until 6pm, plus a holiday club offer.

For working families, that range can be a deciding factor. It is worth asking about availability, booking patterns, and whether children can use childcare funding mechanisms for wraparound sessions.

The school day is precisely defined. Doors open 8.45am; the day starts 8.55am; Key Stage 1 finishes 3.25pm and Key Stage 2 finishes 3.30pm. Nursery runs on a separate timetable, starting at 9.15am, with 12.15pm and 3.15pm end points depending on session pattern.

Wraparound care is available via the governor-run Kids Club, with breakfast from 7.30am and tea club until 6pm, and a holiday club offer.

Term dates for 2026 to 2027 are published, including an INSET day on Tuesday 1 September 2026 and term starting for children on Wednesday 2 September 2026.

For travel, the school’s location on Cheadle Road makes it practical for families moving around Leek by car and on foot. If you rely on drop-off and pick-up by car, ask what the site expects at peak times and whether there are recommended approaches for safety and flow.

• Oversubscription pressure. Reception admissions are competitive, with 94 applications for 45 offers recorded on the primary entry route and the school listed as oversubscribed. Families should plan early and understand the allocation criteria before relying on a place.

• Curriculum clarity work in progress. External reporting identifies that, in a small number of subjects, intended key knowledge was not always sufficiently clear or content was too extensive. If your child relies on repetition and structure to remember learning, ask what has changed since May 2023.

• Phonics book matching. The same report flags that some reading books were not always closely matched to the sounds pupils were learning. For children who are at the early stages of decoding, this detail can matter. Ask how reading books are now matched to phonics teaching.

• Leadership transition. A new headteacher took up the role from September 2025 after acting headship earlier in 2025. A leadership change can bring sharper focus and pace, but it can also mean systems are being refined. Visiting and asking about priorities is especially valuable this year.

All Saints CofE First School suits families who want a faith-rooted first-school experience with a clear emphasis on early reading, good behaviour, and structured routines, plus practical wraparound care that supports working patterns. The school’s external reporting supports a picture of pupils who feel safe, behave well, and are encouraged to read, participate, and take responsibility.

The main challenge is admission, and the most important due diligence is understanding how places are allocated and how the school is tightening curriculum clarity and early reading precision after the themes raised in 2023.