|Name||St Michael’s Church of England Primary School|
|Ofsted Inspection Rating||Good|
|Address||Ashford Road, St Michael’s, Tenterden, TN30 6PU|
|Religious Character||Church of England|
|Number of Pupils||150 (54% boys 46% girls)|
|Number of Pupils per Teacher||15.1|
|Academy Sponsor||Tenterden Schools Trust|
|Percentage Free School Meals||18.7%|
|Percentage English is Not First Language||13.2%|
|Pupils with SEN Support||5.9%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (11 December 2018)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
St Michael’s converted to academy status in December 2016, becoming part of the Tenterden Schools Trust, a multi-academy trust (MAT). The Tenterden Schools Trust brought together the four schools in Tenterden to provide learning from 0 to 19. The MAT is overseen by four members and a board of directors. St Michael’s has its own local governing body that holds the school to account and reports to the board of directors. The school is led and managed by the headteacher and the deputy headteacher, who report to the chief executive officer of the MAT. St Michael’s works closely with the other schools in the MAT, but also with the Tenterden Rural Alliance. The school is part of a local mathematics hub that provides training and development for teachers. The school makes use of facilities, resources and subject-specific expertise provided by Homewood School and Sixth Form Centre, which is within the MAT. St Michael’s is a voluntary controlled Church of England school within the Diocese of Canterbury. It was last inspected, under section 48 of the Education Act 2005, in October 2015 and is due for reinspection in 2020.
Summary of key findings for parents and pupils
This is a good school The headteacher has created a learning environment in which both teachers and pupils have high aspirations and are supported to succeed. The school’s vision and values underpin all of its work and pupils are exceptionally well supported. Their well-being is of prime importance to leaders and staff. The confidence and resilience of pupils are developed so they are emotionally ready to learn well. Although several governors are new, they appropriately challenge and support leaders. They know the school well and rigorously check the progress of pupils. Leaders and governors accurately evaluate the strengths and priorities for the school. They take the right actions to bring about improvement, and have strengthened pupils’ progress. The quality of mathematics teaching and pupils’ outcomes have improved substantially. Pupils make strong progress as a result of well-planned, high-quality teaching. Teachers know their pupils well and have established strong relationships. These support successful learning. Pupils respond positively to teachers’ high expectations. The personal development and well-being of pupils are outstanding. Pupils feel safe, happy and enjoy their school. They learn in a genuinely caring and supportive atmosphere. The early years is well led and teaching is good. Children make strong progress and are well prepared for the next stage of their education in Year 1. Leaders have established effective strategies to support disadvantaged pupils. They recognise they have to ensure that this group of pupils catches up with other pupils nationally. Pupils behave well and have positive attitudes to learning. They respect and listen to one another, and work well together. Persistent absence, while improving, presents a barrier to learning for a minority of pupils. Leaders’ vision and the new initiatives for the development of the curriculum are having a positive impact. The wider curriculum engages pupils and enables them to develop skills and knowledge in all subjects. Pupils develop deep knowledge in some subjects, which informs their high-quality written work.