St Michael’s Church of England Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Since the school converted to become an academy, the headteacher's vision and determination have been central to the rapid improvements seen across the school.

The deputy headteacher has been instrumental in improving the quality of teaching. She is ably supported by other effective leaders. Staff have been extremely well supported to improve their practice.

As a result, pupils are making better progress and attainment is rising. Pupils' personal development is exceptionally well catered for. Relationships at all levels are supportive and caring.

The school's learning values, such as 'Aim high', 'Work together' and 'I believe', h...ave been cleverly woven into the everyday experiences for pupils. Consequently, pupils work hard, have high aspirations and enjoy their time at school. Governance at all levels is strong.

The multi-academy trust provides astute support and challenge to the school. The local governing body carries out effective checks and asks leaders pertinent questions. The quality of teaching in mathematics is excellent.

Teachers' strong subject knowledge enables pupils to be confident when calculating and solving problems. In 2017, almost all pupils achieved the expected standard at the end of key stage 2. Leaders and staff ensure that areas for development are swiftly addressed.

A new whole-school approach to the teaching of reading has improved pupils' language acquisition and comprehension skills. A lively culture for reading is emerging. Pupils enjoy reading and discussing high-level texts.

The teaching of writing requires development. A new approach has been recently implemented, but it is not consistently applied across the school. Consequently, too many pupils do not progress as well as they should.

Pupils' basic early writing skills are not secure. In the early years and key stage 1, expectations are not high enough for pupils' letter formation, handwriting and presentation. The leadership of the early years is effective.

Staff support pupils well in Nursery and Reception. A stimulating environment and well-planned activities enable pupils to make good progress. Pupils' conduct and behaviour are exemplary.

Support for pupils who have complex social and emotional needs is very effective. Leaders have worked hard to improve attendance, but it is not yet high enough.

Information about this school

The school is an above-average-sized primary school.

The proportion of disadvantaged pupils is above the national average. A large majority of pupils come from a White British background. The proportion of pupils who speak English as an additional language is below the national average.

The proportion of pupils who have SEN and/or disabilities is above the national average. The school meets the government's current floor standards, which are the minimum expectations for pupils' attainment and progress in reading, writing and mathematics for pupils by the end of Year 6. The school is a sponsored academy and is part of the Diocese of Coventry multi-academy trust.

The school converted to become an academy in July 2015. When its predecessor school was last inspected by Ofsted in January 2014, it was judged to be inadequate. The chief executive officer, the head of education and the school improvement partner provide strategic support and challenge.

This includes aspects such as finance, human resources, leadership, the quality of teaching, and performance data. The multi-academy trust also commissions an annual review, which is carried out by an independent adviser. There is a local governing body at the school which takes responsibility for challenging and supporting leaders to develop educational outcomes for pupils, as well as being a link to the local community.

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