St Michael’s CofE Academy

Highlights from Latest Inspection

What is it like to attend this school?

St Michael's is a highly inclusive school where the needs of pupils are put first.

All pupils, including those with special educational needs and/or disabilities (SEND), receive support from staff who know them well. Staff go the extra mile to ensure that pupils' needs are met well.

Pupils behave well in lessons and at social times.

They display respect and tolerance for each other and towards the adults in the building. Pupils' behaviour and attitudes embody the school's Christian values of happy, growth, independence, trust and ambition. Pupils are happy at St Michael's.

Pupils have a thorough understanding of different faiths and beliefs. They spe...ak enthusiastically about their learning from educational visits to a local mosque and temple. Pupils learn how to stay safe when working and playing online, and when out in the local community.

They make the most of the wide range of clubs that are on offer at lunchtime and after school. These include yoga on 'Well-being Wednesday', film club, drawing club and sports clubs.

In early years, there is a shared vision among staff that all children will be empowered to be successful.

Children excel in early years because of a curriculum that provides no limits to their learning.

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

Leaders have designed a curriculum that is broad and ambitious for pupils. The knowledge that pupils have to learn is carefully mapped.

Pupils build up a deep range of knowledge and skills over time. The school has ensured that the curriculum builds logically from the earliest possible starting points in early years through to the end of the summer term in Year 6.

Teachers check pupils' knowledge effectively as they progress through the curriculum.

They identify any gaps in pupils' knowledge and use this information to plan future lessons. Most teachers have strong subject knowledge. A small number of staff lack the subject knowledge needed to deliver some curriculum content as effectively as they could.

The school is determined that all pupils will learn to read. Children learn pre-phonics skills in Nursery. Formal phonics lessons are delivered well in Reception and beyond.

Leaders quickly identify pupils who struggle with reading. These pupils receive extra support, including one-to-one teaching. This high-quality support ensures that these pupils catch up quickly.

The early years provision at St Michael's is exceptionally strong. Children demonstrate high levels of self-control, concentration and resilience. They are curious about their environment.

The learning environment has been expertly put together to ensure that all seven areas of the early years curriculum, such as physical development, are covered. Adult interactions with children are rich, focused and purposeful. These interactions strongly support the early years vision of developing communication and language.

Staff are knowledgeable about the teaching of early mathematics. The curriculum provides many opportunities for pupils to build their mathematical understanding and confidence. Children are fully prepared for key stage 1.

Pupils with SEND are identified early. Teachers make careful adaptations to their lessons to ensure that pupils with SEND access the curriculum fully. These adaptations meet the pupils' individual needs and enable them to be independent and fully involved in school life.

Pupils are usually enthusiastic about their learning. Occasionally, low-level disruption does occur. When this happens, adults deal with it swiftly and effectively using the systems in place.

As a last resort, the school does suspend pupils. On pupils' return to school, staff support their reintegration successfully. The school employs a wide range of strategies to sustain and improve pupils' attendance.

This includes offering challenge and support to families where appropriate. As a result, pupils, including those with SEND and disadvantaged pupils, attend school more often.

Pupils learn about personal development and the wider world through personal, social and health education lessons, collective worship and religious education lessons.

Pupils have a thorough understanding of the protected characteristics, such as race, religion and marriage. They are provided with meaningful opportunities to debate issues. Many have leadership responsibilities in school.

The 'Collective Crew' of pupils plan and present collective worship, which helps to build pupils' confidence and communication skills.

The school engages positively with parents and carers through activities such as coffee mornings, parent and pupil story time, and home visits. Leaders are considerate of staff workload and well-being.

Staff are proud to work at St Michael's Academy. Governors and the trust have a thorough understanding of the strengths and areas that require further development at the school. Governors and trustees hold the school's leaders to account well.

The school works closely with the local diocese. This collaborative work has helped to shape the vision for the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some staff do not have the subject knowledge to deliver curriculum content effectively. As a result, some pupils are not making sufficient progress. The school should ensure that all members of teaching staff have the required subject knowledge to deliver the curriculum content confidently and expertly.