Mickley Village Primary & Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

Mickley Primary is a warm and friendly school at the heart of the community. The school has been through significant changes and is proud of the improvements that have been made.

Staff commit to knowing each pupil individually. Relationships between staff and pupils are positive.

The new behaviour policy is working well.

Pupils are polite and friendly. In lessons, pupils are focused and engaged, including children in the early years. They work collaboratively.

Pupils appreciate the reward points they receive for positive behaviour. Bullying is rare. Pupils know that they can share concerns with staff if they experience a problem.

Pupils are ...happy and feel safe at school.

There are high expectations for pupils to achieve well. This includes pupils with special educational needs and/or disabilities (SEND).

The curriculum is developing, however, many of the curriculum changes are at an early stage. Parts of the curriculum are not yet consistently well-planned and implemented in all subjects. This results in pupils not achieving as well as they could.

Pupils love the opportunities to play games, exercise and socialise. They take part in clubs such as gardening and reading, and enjoy litter-picking as part of the lunch time 'eco club'.

What does the school do well and what does it need to do better?

The school is managed and led well.

The school has taken swift action and worked with commitment and determination to bring about significant improvements. Many subject leaders are new to the role. They are ambitious to ensure that all pupils achieve well.

There have been some positive improvements to the education of pupils at Mickley in a short space of time. However, the improved curriculum has only recently been introduced in some subjects. The school has not yet had time to close the gaps in some pupils' knowledge.

In some subjects, the precise knowledge that pupils need to learn over time is not always clear. This includes the curriculum in the early years.

Teachers assess pupils' knowledge and understanding frequently.

However, assessment procedures are not fully effective across all subjects and classes. Sometimes, teachers do not use assessment opportunities to check learning or to identify misconceptions and gaps in pupils knowledge. Teachers sometimes move on too quickly before pupils have secured the necessary knowledge and understanding.

Reading is a priority in the school. The new library has been recently re-stocked and is an inviting place for pupils. The school has recently invested in a wider selection of texts that explore diversity and different groups in society.

This helps pupils to broaden their understanding of the wider world. Teachers and other adults have received training to ensure that they deliver the phonics programme well. Pupils receive reading books that are well matched to their reading development.

Pupils who struggle to learn to read get extra support and practice.

Pupils with SEND receive effective support to access the curriculum and make progress. The school identifies barriers to the learning of pupils with SEND and works well to help pupils overcome these.

Children in the early years receive rich learning opportunities. Teachers are passionate and knowledgeable and create a warm and caring environment. Adults interact well with children, which helps to develop the children's communication and language skills.

For example, while children were making boats, the adult asked a child whether their boat would float and why . The child replied with, 'The boat floats as it is made from plastic.'

The school is keen to provide 'a window on the world' to make sure that pupils understand life beyond the school gates.

To support this, pupils have been taken to see a pantomime, a cathedral and to take part in local competitions.

Staff ensure that pupils receive the pastoral support that they need. Pupils know how to keep themselves safe online.

However, the curriculum for some aspects of personal development has not been implemented effectively. Pupils learn about different religions, but they have gaps in their knowledge. Their knowledge of British values is limited.

This may hinder their readiness for life in today's world.

Staff are proud to work at the school. Teachers appreciate the support they receive.

Leaders engage well with staff. They consider and support staff's well-being and workload very well. Leaders and staff have worked hard together to improve the school.

They have shown huge commitment. They all want to do their best for the community that they serve.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the key knowledge that pupils need to know and remember is not clearly identified. Teachers do not always ensure that pupils build their knowledge and skills over time. The school should review their curriculum to ensure that the key knowledge is precisely identified and taught in all subjects so that pupils are able to build and secure their knowledge over time.

• Teachers' use of assessment does not consistently identify gaps in pupils' knowledge. When this occurs, the curriculum is not adapted well enough to help pupils to catch up. The school must ensure that assessment is used consistently well by all teachers in all subjects so that any misconceptions or gaps in pupils' knowledge can be addressed.

• Some pupils do not have a developed understanding of the British values and of different faiths. This hinders their understanding of life in modern Britain. Leaders should ensure that pupils develop a deeper understanding of these aspects of the curriculum.