St Michaels Junior Church School

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About St Michaels Junior Church School

Name St Michaels Junior Church School
Ofsted Inspections
Ms Clare Greene
Address Newton Road, Twerton, Bath, BA2 1RW
Phone Number 01225421888
Phase Academy
Type Academy sponsor led
Age Range 7-11
Religious Character Church of England
Gender Mixed
Number of Pupils 145
Local Authority Bath and North East Somerset
Highlights from Latest Inspection

What is it like to attend this school?

Leaders have high expectations of what all pupils can achieve. The school's vision that pupils are 'ready for life now and in the future' is a golden thread that runs through the school.

Pupils enjoy coming to school. They are well supported by adults to manage their feelings and emotions. They value spending time with Teddy, the school's dog.

During social times, pupils enjoy a wide range of activities such as table football, chalk drawings on the playground and playing in the mud kitchen. As a result, there is a calm and orderly atmosphere in the school and on the playground.

Pupils have a good understanding of what bullying is.

They say that is rare. If it does happen, they are confident that it will be dealt with quickly by the adults in school. As a result, pupils feel safe in school and know who they can talk to if they have any worries.

Relationships throughout the school are strong.

Pupils develop a positive understanding of the fundamental British values. They learn the importance of respecting everyone, regardless of difference.

Pupils understand the rule of law and enjoy the opportunities to work alongside local PCSOs as 'mini police'.

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

Leaders and staff are ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). They are determined that pupils will succeed.

Staff value the professional development provided for them, which are closely linked to the school's vision.

Leaders prioritise reading. Pupils talk confidently about the range of interesting and diverse books they have read and listened to.

They enjoy opportunities to meet the authors of books they read. Pupils read books that are well matched to the sounds they know. Staff are well trained to support pupils to learn to read fluently.

Teachers make good use of assessment to make sure that pupils who fall behind are supported to catch up.

Leaders have designed a curriculum that interests pupils. They think carefully about what they want pupils to know and remember.

Teachers ensure that pupils have regular opportunities to revisit and recall previous learning. Staff check that pupils are learning essential content. This is particularly effective in reading and mathematics.

As a result, pupils know and remember more over time.

Many subjects in the wider curriculum are carefully planned and sequenced. However, in some subjects, the curriculum does not make clear the specific knowledge that pupils should learn.

For example, in science, the curriculum does not build on what pupils have learned before. It is not clear what pupils should know and by when. As a result, pupils do not deepen their knowledge over time.

Staff understand pupils with complex needs well. They make sure teaching meets the needs of all pupils, including those with SEND. Staff adapt the curriculum so that pupils with SEND work independently and learn the curriculum well.

Pupils with SEND are fully involved in school life.

Leaders have high expectations for pupils' conduct. They support staff to understand and manage pupils' behaviour.

The behaviour policy is applied consistently by all staff. This means that pupils understand what is expected of them. This has brought about a change in culture and improved behaviour.

Pupils have a positive attitude to learning. Most pupils attend school regularly. Where pupils do not attend well, leaders and pastoral staff build positive relationships with families to improve attendance.

Parents welcome leaders' efforts to build positive relationships with the community. However, this is not yet as strong as leaders and parents would like. Leaders are committed to strengthening the partnership between home and school.

Leaders ensure that pupils' personal development is promoted well. Pupils know how to keep themselves healthy, both physically and mentally. They understand the importance of exercise, eating a healthy diet and how to express how they are feeling using the 'zones of regulation'.

Pupils enjoy extra-curricular clubs such as dodgeball, multisport and archery. Pupils are respectful of their own and other world religions and value the work of the chaplain. Pupils celebrate difference and are adamant that everyone is welcome at their school.

As a result, they are developing into responsible citizens.


The arrangements for safeguarding are effective.

Leaders know the school's safeguarding context well.

They ensure that keeping pupils safe is their top priority. Pre-employment checks are thorough. Leaders make sure that staff are alert to signs that pupils may be at risk of harm.

Staff use the school's system to record any concerns they have about pupils' welfare. They are tenacious in securing the right support for pupils who need it.

Leaders ensure that the curriculum supports pupils' understanding of how to stay safe, including when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not sufficiently considered the important knowledge pupils need to learn in some wider curriculum subjects. It is not always explicit what pupils should know and by when. Leaders should ensure that staff identify and sequence knowledge precisely so that pupils have the building blocks for future learning.

• Leaders have worked hard to build links with the school community. However, this is not yet as strong as leaders and parents would like. Leaders need to continue the work that has already started, in order to strengthen relationships with parents.

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