|Name||Maidstone, St Michael’s Church of England Junior School|
|Ofsted Inspection Rating||Good|
|Inspection Date||13 March 2018|
|Address||Douglas Road, Maidstone, Kent, ME16 8ER|
|Religious Character||Church of England|
|Number of Pupils||166|
|Number of Pupils per Teacher||19.9|
|Percentage Free School Meals||6.6%|
|Percentage English is Not First Language||22.9%|
|Pupils with SEN Support||15.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
St Michael’s is a smaller-than-average-sized junior school. The school is part of the St Michael’s Church Schools Federation with St Michael’s Church of England Infant School. There is one governing body for the federation. The large majority of pupils (71%) are of White British heritage. A higher-than-average proportion of pupils speak English as an additional language. The proportion of disadvantaged pupils is above average. The proportion of pupils who have SEN and/or disabilities is below average. The school meets the government’s floor standards, which set the minimum expectations for pupils’ achievement in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school Leaders have maintained the good quality of education the school provides since the previous inspection. Parents are very happy with the education their children receive at St Michael’s. Middle leaders, including those responsible for English, mathematics and pupils who have special educational needs (SEN) and/or disabilities, have had a positive impact on improving provision, teaching and pupils’ progress. Pupils write well in English and in other subjects. They enjoy writing and take pride in their work. Pupils feel safe and enjoy the wide range of interesting activities planned for them, including trips and enrichment events. The curriculum is engaging and helps pupils make valuable connections between areas of learning. The effectiveness of teaching, learning and assessment in the school is typically good, so that most pupils make good progress in most subjects. Pupils’ personal development, behaviour and welfare are good. Pupils are polite, friendly and respectful to each other and adults. Their positive attitudes support the good progress they make with their learning. Following a dip, teaching and learning in mathematics has improved, but is not yet sufficiently well embedded to ensure that all pupils make good or better progress. Disadvantaged pupils are now making similar progress to their peers. While they are not all catching up with others nationally, they are not falling further behind. Leaders and governors do not always evaluate the effectiveness of their actions precisely. Therefore, it is sometimes difficult for them to see clearly how well changes made are improving pupils’ outcomes.