St Michael’s CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy their learning. They take part in an extensive range of visits and clubs.

Many pupils have opportunities to follow their interests, including to learn musical instruments. Staff encourage pupils to take on responsibilities. Pupils speak positively about undertaking a variety of roles.

For instance, they are proud to be monitors, ambassadors and eco-warriors. Leaders encourage pupils to collaborate and show respect for others.

Parents and carers praise the 'family feel' of the school's community.

Leaders and staff work together to ensure that expectations are high for all pupils, particularly for pupils with special educational needs and/...or disabilities (SEND). However, adults' expectations of what children can achieve in their learning are not as high in the early years.

Adults' support and guidance helps pupils to behave positively.

Expectations of pupils' behaviour are high. This begins right from the start in Nursery where teachers promote good manners. Pupils are polite and respectful to each other and adults.

They are confident and articulate.

Pupils are safe and know who to talk to should they have a concern. Bullying at the school is extremely rare.

Leaders and staff deal with any concerns quickly.

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

Pupils learn a broad curriculum. Subject content is identified clearly in most subjects.

This is sequenced well over time so that pupils build on what they have previously learned. For example, pupils in Year 5 applied their previous learning when playing notation on the keyboard. However, curricular thinking in history, geography and design and technology (DT) is not as well developed.

In these subjects, the key knowledge that pupils need to learn is not identified clearly.

Teachers develop pupils' vocabulary consistently. They check that pupils understand their work.

Pupils have well-planned opportunities to extend their learning further. For instance, in mathematics, pupils in Year 6 used their knowledge about percentages when solving problems about profit and loss.

Adults have strong subject knowledge and use this to deepen pupils' learning.

However, in the early years, adults' subject knowledge development has not been a priority. In Reception, adults do not use their interactions with children to broaden their learning and vocabulary. Staff do not implement the intended curriculum well.

Too often, staff focus on organisational tasks rather than on extending children's learning. In particular, children who require additional support to develop their language skills do not consistently experience rich opportunities for dialogue.

Leaders have successfully implemented a new phonics approach.

Adults are trained well and teach phonics consistently. Pupils now read books that are closely matched to their phonics knowledge. Teachers use regular checks to identify pupils who may struggle with phonics.

Leaders ensure that these pupils receive additional support. This helps pupils to build their reading fluency effectively. However, in Reception, children who struggle to decode and blend new sounds are not helped to catch up quickly.

Pupils with SEND are fully included in school life. They receive strong support from well-trained adults. Leaders are knowledgeable about how to provide specific support to meet pupils' needs.

They work proactively with external specialists and parents.

Pupils behave well and have positive attitudes. They actively and sensibly take part in lessons.

Adults encourage pupils to share their views which helps to build their confidence. The school is a calm and orderly environment. Pupils settle quickly and do not waste learning time.

Leaders have a well-thought-out enrichment programme for pupils. A wide range of visits, workshops and competitions give opportunities to all pupils, including those with SEND. Pupils value these experiences.

They enjoy the sporting events and speak confidently about how to keep themselves healthy. Pupils learn about different cultures, celebrations and beliefs. They speak enthusiastically about visiting places of worship.

Members of the governing body provide a strong balance of support and challenge. They are knowledgeable about leaders' work and reflect on the difference that initiatives make. For example, members of the governing body worked closely with leaders to ensure staff well-being was a high priority.

Staff value how leaders consider their workload.

Safeguarding

The arrangements for safeguarding are effective.

Leaders understand their safeguarding responsibilities well.

Staff receive regular training related to safeguarding. For example, 'safeguarding challenge' is used to keep staff up to date with the latest statutory requirements. As a result, leaders and staff know how to manage concerns, including using external agencies if required.

Leaders follow up concerns in a timely manner. Governors are well trained. They know how to support and challenge leaders' work in safeguarding.

Pupils learn how to keep themselves safe. They know how to manage online risks. The school's work on 'banter' and 'consent' helps pupils to know about appropriate boundaries.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Children who struggle with phonics in Reception do not receive consistently strong support. As a result, they do not make the progress they should do to become fluent readers. Leaders should ensure that adults working with children who need extra help with phonics have the appropriate expertise.

• In Reception, adults do not implement the intended curriculum well. As a result, children do not deepen their learning across all areas of learning. Children with less-developed language skills do not receive effective support.

Leaders should ensure that all staff in the early years have the appropriate training so that their interactions with children develop learning further. ? The knowledge that pupils need to learn in history, geography and DT is not identified clearly. Subject planning does not identify the most important knowledge that pupils should learn and when.

However, it is clear from leaders' action that they are in the process of bringing this about and making the necessary amendments. For this reason, the transitional arrangements have been applied. Leaders should ensure that curricular thinking in these subjects identifies the key content that pupils need to learn.

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