St Michael & All Angels Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Staff and pupils are committed to the school's adopted bible verse, 'God counts the stars and knows each one by name.' This quote captures the inclusive culture of the school.

All pupils are known as individuals. Vulnerable pupils, including those with special educational needs and/or disabilities (SEND), take part in each aspect of school life. High expectations for pupils' academic and personal development guide every action that staff take.

Pupils enjoy school and describe it as a place of safety.

Parents and carers who shared their views hold the school in high regard. One, typical of many, said, 'this is a really great school for our child…it is a warm a...nd friendly environment for both children and parents.'



Pupils trust staff. They can use worry boxes to share concerns and pupils say they feel comfortable speaking directly to staff.

Pupils enjoy developing their leadership skills.

They act as class ambassadors, greeting visitors and explaining their learning. Some pupils take up roles as house captains and act as role models for their peers and younger pupils. Pupils participate in house meetings, where they have their views heard and can contribute to school life.

For example, they choose which charities to support.

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

The school's curriculum is ambitious and clearly identifies the range of important knowledge that pupils will learn. Teachers know what to teach and when.

The school works effectively with colleagues across the multi-academy trust to refine and develop the curriculum. Pupils learn about the most complex aspects of the subjects they study, such as the links between human and physical geography. Pupils develop secure knowledge and understanding.

They can recall their learning about musical terminology and composers. They can talk about the artists they have studied, such as Picasso, and draw self-portraits using Cubist techniques.

The early years curriculum is well sequenced.

Careful consideration is given to how children learn and the ways in which the curriculum can help each particular cohort of children develop the skills and knowledge they need.

Teachers' subject knowledge is secure. They consistently model for pupils how to think about their learning and to complete tasks.

Teachers break learning down so that all pupils can access the lessons and build their knowledge. Sometimes, teachers do not rigorously check pupils' understanding. They do not always ensure that pupils have the opportunity to move their learning on when they are ready.

Reading is a priority at this school. A range of strategies help pupils to develop their love of reading. Staff complete training to improve their practice further in helping pupils learn to read.

Staff use the same language and techniques to ensure that all adults can play a part in helping pupils develop their reading fluency and confidence.Pupils quickly become accurate readers. Staff promptly recognise any pupils at risk of falling behind and ensure they receive effective support.

Pupils with SEND have their needs accurately identified. Staff know how to support the pupils they work with to help them to feel comfortable and to access their lessons. Relationships between pupils with SEND and staff are strong.

Pupils with SEND build their knowledge and are prepared for their next steps.

Children in the early years become more confident and more knowledgeable thanks to the support their receive. They focus on their learning well and develop the skills of independence and resilience.

There are occasions, as in the rest of the school, when staff do not check understanding as rigorously as they could.

Pupils behave well in lessons and during social times. They focus on their learning and take pride in their work.

Staff provide effective support to pupils who need extra help managing their behaviour.

The school provides wider opportunities for pupils to develop their talents and interests. Pupils take part in hockey and football clubs.

They develop their social skills during residentials to the National Space Centre and Duke's Barn. The trust provides pupils with experiences, including a design and technology challenge and an art gallery event. Pupils learn about healthy relationships and how to keep themselves safe, including online.

They benefit from a carefully designed programme of collective worship which helps pupils to reflect on important issues and the Christian ethos of the school.

The school works effectively with the trust to provide staff with training opportunities and access to subject networks. Staff value these opportunities to develop their practice.

They say that their well-being is catered for and that they are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, teachers do not rigorously check pupils' understanding.

They do not always ensure that pupils can move their learning on when they are ready. As a result, there are occasions when opportunities are missed to deepen pupils' understanding. The school should ensure that teachers have the knowledge and strategies they need to check pupils' understanding and move learning on at the most appropriate point.

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