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All Saints CE Junior Academy

With God, nothing is impossible

Academy Values

In continuing and developing the work of our local infant academy, we aim to work in partnership with parents, governors and the local community to promote the development of all pupils. We are a caring community, encouraging co-operation, tolerance and self-discipline, within the framework of Christian values and practices. We especially value creativity and imagination, and strive to give the children the very best possible educational experiences.


We aim to provide:-

A personal learning environment in which children and adults are constantly encouraged to meet new challenges and reach their potential.

A caring community which encourages co-operation, tolerance and self-discipline.

A broad curriculum which emphasises creativity, spiritual, physical and cultural development, as well as the acquisition of basic skills.

Christian values taught within the context of a faithful and practising Church community.

A belief that all adults in the school have a responsibility for improving the basic skills of all children.


Lifelong learning skills

Independence: the ability to meet challenges confidently

Resilience: being able to work through problems

Collaborative working: the ability to share ideas and work as part of a team;

Commitment to excellence: the confid​ence always to "aim high".


Mission Statement:

At All Saints all children are challenged, valued as individuals and supported to become independent and active learners; so that they realise their potential and surpass their goals. Through a Christian ethos we foster a love of learning, respect, confidence, self-worth and the skills and values to be an active member of the local community, and be prepared for the future and become lifelong learners.


Our priorities for the 2019-20 academic year are to:

  • ​​Sharpen school improvement planning so that
    • planning more closely reflects leaders’ self-evaluation of the school’s strengths and weaknesses and that staff are more keenly aware of their part in achieving the school’s main priorities for  improvement.
    • Leaders can accurately measure their progress in addressing the school’s main priorities for improvement.
    • Those in positions of governance can better hold leaders to account for improving the school.
  • Develop a system of more cohesive record-keeping for pupils who have SEN and/or disabilities so that
    • leaders and staff have a clearer understanding of the progress pupils are making and information about pupils’ small steps of progress is used more effectively to plan
    • learning which meets their different needs.
  • Reduce the level of persistent absence of pupils, including those pupils who come from disadvantaged backgrounds