|Name||St Michael’s CofE Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||09 November 2017|
|Address||Dalston, Carlisle, Cumbria, CA5 7LN|
|Religious Character||Church of England|
|Number of Pupils||216 (51% boys 49% girls)|
|Number of Pupils per Teacher||21.9|
|Percentage Free School Meals||5.6%|
|Percentage English is Not First Language||0.5%|
Information about this school
St Michael’s is an average-sized primary school. Most pupils are of White British heritage. The proportion of children who have SEN and/or disabilities is average. The proportion of disadvantaged children eligible for support through the pupil premium funding is average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is below average. The headteacher is new to the school since the previous inspection and is leaving at the end of this term. The deputy headteacher is new to her role since the previous inspection. She has recently been appointed to the role of acting headteacher from January 2018. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school does not meet requirements on the publication of information about pupils’ outcomes and equality objectives on its website.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders are not doing enough to improve the quality of teaching and learning. Some of leaders’ plans for improvement lack clarity. This does not help them and governors enough to check the work of the school. The quality of teaching across the school varies and some pupils do not make the progress that they should. This is because staff do not always challenge pupils with enough skill to make sure that they learn in sufficient depth. Leaders do not review the progress of pupils, including different groups of pupils, in enough detail to have a precise understanding of the school’s performance. Some pupils’ behaviour in key stage 2 is poor. Leaders’ analysis of patterns of behaviour is patchy. Some parents, pupils and staff are concerned about pupils’ behaviour. Prior to the inspection, one governor’s suitability to join the school governing body had not been checked. This is because leaders did not review school records carefully enough. The curriculum does not give pupils a well-informed understanding of the diversity of people, faiths and religions. Pupils’ understanding of some British values is underdeveloped. The school has the following strengths Pupils in key stage 1 behave themselves and listen fully to staff. Attendance is good. Pupils are kept safe. They enjoy helping staff care for the school. Leaders and staff make sure that pupils’ learning is celebrated positively in attractive displays in classrooms and corridors. Children in the early years are supported skilfully in their learning by staff. Children behave well, enjoy school and make important strides forward in their skills and abilities. In some classes lessons are successful and pupils learn well. Pupils’ attainment in reading in key stage 2 is above average. Disadvantaged pupils’ achievement is good during their time at the school. Some leaders have an accurate view of what the school is doing well and where it needs to improve. They understand the challenges they need to overcome in order for the school to once again provide a good quality of education.