St Michael’s Church of England Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

This is a well-loved school that sits in the heart of the community.

Pupils talk with pride about their school. Parents and carers view it as a place where their children are supported academically and emotionally. There are strong bonds between pupils and staff that are nurtured from the time children start school.

Pupils are safe. They know that if they have any concerns there is a member of staff who will support them.

Pupils have a strong sense of fairness.

They explain that making mistakes is okay and it is something to learn from. Through the school's 'courageous advocacy' roles, such as eco-leaders and wildlife champions, pupils build a sense ...of citizenship and responsibility. Links with a school in Kenya help pupils to know what it means to be part of a global community.

Acting as sports leaders and house captains, older pupils build independence and set an example to younger children.

The wide range of after-school clubs such as netball, drama and chess help to develop pupils' talents and interests. Residential trips provide pupils with new experiences, such as rock climbing.

This helps them to develop resilience and confidence.

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

School leaders are ambitious for pupils, including pupils with special educational needs and/or disabilities (SEND). The school's curriculum helps pupils to build their knowledge and skills effectively from the early years to Year 6.

The design of the curriculum takes advantage of local history and pupils talk about what they have learned with passion. For example, older pupils explain in detail the impact of the Romans on the city of Exeter.

In the early years, staff help children to develop a love of reading and writing from the time they start school.

Daily phonics lessons help children to learn the letters and sounds they need to be able to read. Those children that fall behind are identified promptly and are supported to catch up with their peers. Activities provide opportunities for children to build new skills.

For example, children independently make shakers that simulate sounds that link to character movements from the class book. Visits from the school's 'secret readers' provide an opportunity for children to listen to a range of storytellers who come from different cultural backgrounds.

The school quickly identifies the needs of pupils with SEND.

This means that most pupils with SEND are supported to learn the same rich curriculum as their peers. Learning is suitably adapted and most pupils with SEND produce work of a high standard. However, at times, provision and strategies to support those pupils with SEND who have more significant needs are not effective enough.

This means that these pupils do not build levels of independence successfully and do not achieve as well as they could.

The school is calm and most pupils have positive attitudes to learning. This is reflected in high rates of attendance.

If pupil's attendance starts to decrease, leaders and staff support families quickly to resolve any barriers to pupils attending school.

Recently, the school has implemented a new behaviour policy which has led to an improvement in pupils' conduct. However, the school's new approach and high expectations are not fully understood by all staff and pupils.

This means that inconsistencies persist in how some staff address poor behaviour. As a result, there are reoccurring incidents of poor behaviour by a minority of pupils.

The provision for pupils' personal development is a strength of the school.

For example, the annual diversity day celebrations provide pupils with an opportunity to experience different cultures by tasting food, listening to music and viewing art. Pupils say that through such experiences they, 'get a real glimpse of each other's lives'. Pupils talk positively about the range of trips that deepen their knowledge of the curriculum.

For example, pupils visit local estates to mill grain and recreate Anglo Saxon bread recipes.

Staff are proud to work at the school. They appreciate the support of ongoing training to help them be effective in their roles.

Governors and trustees have a wealth of expertise that helps them to provide the school with an effective balance of challenge and support. The school is well supported by interim co-headteachers and the trust in the process of recruiting a new headteacher. Together, with the support of governors, they have ensured that the school's recent and progressive work around the curriculum has not lost momentum.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some measures to improve pupils' behaviour do not have the impact that the school intends. Some staff do not fully understand the school's high expectations of how pupils should behave.

Sometimes, poor behaviour is not managed effectively. As a result, there are reoccurring incidents of negative behaviour. The trust should ensure that measures to improve pupils' behaviour are shared, understood and applied by all staff.

• Sometimes, the school does not support pupils with significant SEND effectively so that they build their independence. When this occurs, these pupils do not learn as well as they could. The trust should ensure that staff help pupils to build their independence and be well prepared for the next stage of their education.

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