St Michael’s-On-Wyre Church of England Primary School & Nursery

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are cherished at this welcoming school.

They form strong and trusting bonds with staff and each other. Children in the early years, including two-year-olds, settle into school life well. Pupils enjoy learning and socialising with their friends.

They feel happy and accepted.

The school has high expectations for pupils' achievement. This includes pupils with special educational needs and/or disabilities (SEND).

Pupils enjoy learning and try their best. They typically achieve well and are ready for the next stage of their education.

Pupils behave well in lessons and at playtimes.

They are respectful to one another. Pupils enjoy ...the rewards and the shiny 'gems' that they receive for behaving well and working hard.

Pupils benefit from a range of trips and clubs beyond the academic curriculum.

For example, pupils spoke excitedly about rock climbing, paddle boarding and ghyll scrambling, as well as residential trips and travelling on a ferry. These experiences enable pupils to develop exciting new interests and find undiscovered talents.

Pupils excel in their various roles and responsibilities.

These include house captains, librarians and school councillors. Older pupils are proud to be special 'buddies' to children in the early years. Pupils are proud to care for their local and wider community.

They learn that they can make a positive difference by raising money for charities.

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

The school has carefully considered the needs and interests of all pupils in its curriculum design. It has developed an ambitious and well-thought-out curriculum in most subjects across key stages 1 and 2.

In these subjects, the school has considered carefully what it wants pupils to know and the order in which subject content will be taught. This is similar in the early years. Children in the provision for two-year-olds gain a secure foundation on which to build as they progress through the curriculum.

Across the rest of the early years, the curriculum in many areas of learning identifies the key knowledge that children should learn in readiness for key stage 1.

In a small number of subjects, including some areas of learning in the early years, the school is still refining its work to ensure that teachers are clear about what they want pupils to learn. This means that sometimes teachers find it difficult to design learning that helps pupils to gain important knowledge.

On occasion, this leads to gaps in pupils' learning that stop pupils from building on what they know.

Teachers typically deliver the curriculum well. Most teachers use assessment strategies effectively to identify misconceptions in pupils' learning.

However, at times, some teachers are not adept at picking up where pupils have not understood what has been taught. When this happens, pupils' learning is less secure.

The school accurately identifies pupils with SEND.

However, for a small number of pupils with SEND, access to the curriculum is not adapted consistently well. This means that, on occasion, these pupils do not learn as well as they should.

The school prioritises reading.

It invests in high-quality and engaging books that pupils love to read. Pupils enjoy adults reading carefully chosen books to them at story times. Staff receive appropriate training so that they deliver the early reading programme effectively.

As a result, children in the provision for two-year-olds develop their early language well, while pupils in key stage 1 gain a secure knowledge of phonics.

Pupils are positive about their school and their learning. Most pupils are enthusiastic and attentive in lessons.

Low-level disruption is rare. Pupils know that the school rules are there to help them to learn and keep them safe. Most pupils attend school regularly.

The school is committed to providing a wide range of opportunities to extend pupils' learning and experiences beyond their immediate environment. There are many opportunities for pupils to learn how to stay safe and protect their well-being. Pupils learn about the differences between people, for example different families.

They also find out about different religions and regularly visit their local parish church. Pupils try hard to make a positive contribution to the school and the community. They understand that it is important to treat everyone with respect.

Governors have a rich insight into the school. They are well informed about the quality of education that the school provides for all pupils. They carry out their statutory duties effectively.

The school takes staff workload and well-being into consideration when making decisions about policies and procedures. Staff told inspectors that the school goes above and beyond to support their well-being. They feel valued and supported.

The school communicates well with parents and carers. For example, it invites parents to watch phonics lessons in school to guide them on how best to support their children's reading at home.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, including in the early years, the school has not given sufficient thought to the essential knowledge that pupils must learn and in what order this should be taught. Some pupils do not achieve as well as they could in these subjects. The school should finalise its curriculum thinking so that teachers know exactly what pupils must learn and when this should be taught.

• Sometimes, a few teachers do not use assessment strategies as effectively as they could to identify pupils' misconceptions. This holds some pupils back from learning all that they should. The school should ensure that teachers use assessment strategies effectively to help pupils get the most out of their learning across the whole curriculum.

• For a small number of pupils with SEND, access to the curriculum is not adapted consistently well. This means that these pupils struggle to learn as well as they should. The school should ensure that suitable adaptations are in place so that pupils with SEND are able to access learning.