St Michaels Catholic Primary School

About St Michaels Catholic Primary School Browse Features

St Michaels Catholic Primary School


Name St Michaels Catholic Primary School
Website http://www.stmichaelscatholicprimaryschool.co.uk
Ofsted Inspection Rating Good
Address St Michael’s Road, Widnes, WA8 8TD
Phone Number 01514244468
Type Primary
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 238 (55% boys 45% girls)
Number of Pupils per Teacher 19.0
Local Authority Halton
Percentage Free School Meals 45.8%
Percentage English is Not First Language 2.1%
Persistent Absence 4.7%
Pupils with SEN Support 18.8%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (25 November 2014)
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Information about this school

St. Michael’s Catholic Primary School is an average-sized primary school. The current headteacher was appointed just over a year ago and there have been other changes in staff since the previous inspection. The large majority of pupils are White British. The proportion of children from minority ethnic groups or who speak English as an additional language is very small. The proportion of disabled pupils and those who have special educational needs is above the national average. The proportion of disadvantaged pupils, those supported by the pupil premium, is above average. The pupil premium is additional funding for those pupils known to be eligible for free school meals and those who are looked after by the local authority. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. The early years comprises of two Reception classes. The school also offers part-time pre-school provision for three- and four-year-old children funded by the local authority. These children are integrated into the Reception classes. The school has recently been awarded the Quality Mark for physical education. The school has a breakfast and after-school club.

Summary of key findings for parents and pupils

This is a good school. Achievement is good. When children enter the school, the majority have skills and abilities that are below those typical for their age but they make good progress throughout school due to the good quality of teaching that they receive. The early years is led and managed very well. The provision in the Reception class ensures that children make good progress when they first start at school. Pupils’ overall attainment increased at the end of Year 6 in 2014 and was broadly average. This picture of improving standards in 2014 was seen in nearly all year groups where pupils made accelerated progress during the year. Disadvantaged children and those with special educational needs all make good progress during their time at school. The leadership of the headteacher and other leaders is good. They have an accurate view of how well the school is doing and what it needs to do to improve further. Governors are very well informed about the school’s performance and provide excellent support and challenge to leaders. They have contributed well with other leaders and managers to recent improvements in the quality of teaching and pupils’ achievement, especially in Key Stage 1. The curriculum is interesting and varied and is enhanced by an exciting range of visits and visitors. Pupils take part in a range of sporting activities and the school has been successful in ensuring a large proportion of pupils benefit from extra-curricular opportunities. Pupils’ behaviour is good. Children are polite, courteous and demonstrate positive attitudes to learning. The school’s work in keeping children safe is outstanding. Pupils’ attendance is above average. The school’s strategies to reduce absence have been very effective. It is not yet an outstanding school because : The quality of teaching does not yet result in outstanding achievement for all pupils. Sometimes work is not hard enough to fully challenge the most able pupils. Pupils do not have enough opportunities to practise and develop their skills, particularly in writing, in other subjects. Effective marking and feedback is not evident in all classes.