St Michael’s Church of England Primary School, Winterbourne

Highlights from Latest Inspection

Outcome

St Michael's Church of England Primary School, Winterbourne continues to be a good school.

What is it like to attend this school?

Staff know children well and put them at the heart of everything they do. Leaders have high standards for all. The school's vision and values are a part of day-to-day life.

Pupils know these values and demonstrate them in their conduct and interactions. Parents are overwhelmingly positive about the school and its place at the heart of the community.

Pupils are kind and respectful to each other.

They feel safe and happy in school. Pupils say that bullying does not happen. If an incident occurred, pupils are confident it would be dealt wi...th quickly.

There are warm relationships between adults and pupils. Leaders have high expectations of pupils and what they can achieve. As a result, the curriculum is ambitious and pupils love learning.

Pupils say everyone is welcome at their school. New pupils at the school are quickly welcomed. Year 6 pupils enjoy being buddies with Reception class children and sharing play times and lunch with them.

Pupils also value being a school councillor or leading worship assemblies.

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

Leaders have ensured the curriculum is broad and matches the expectations of the national curriculum. They are determined the curriculum will help pupils to flourish.

Subject leaders are knowledgeable and clear about the curriculum they want for pupils. However, some curriculum areas are further along in their development than others. In mathematics, leaders have thought carefully about the curriculum.

Teaching helps pupils to remember important content. While other subjects have been developed, they are at an earlier stage in their development. For example, the curriculum in history is not embedded, so pupils' understanding of concepts such as chronology and empire are not yet secure.

Pupils love to read, from the moment children start in Reception class their phonic learning begins. The phonic programme is well structured, and children are quick to learn new sounds. Books are appropriately matched for each phonic stage and children can blend sounds accurately.

Teachers support pupils quickly if they need additional help and ensure pupils' misconceptions are addressed promptly. Pupils enjoy the books teachers choose to read in lessons.

There is a high level of engagement in lessons.

Pupils listen and work well when completing activities. Pupils work hard. At lunchtime pupils are engaged in purposeful and creative play.

They enjoy the wide range of play-based activities.

Leaders have ensured that pupils take part in a wide and rich range of clubs and experiences. Pupils understand how to keep healthy through diet and exercise.

Pupils embrace difference and know it is okay to have different beliefs, values and opinions from their own. As a result, pupils have a thorough understanding of respect and tolerance.

Leaders have created an inclusive school.

Pupils with special educational needs and/or disabilities (SEND) are identified quickly and supported effectively in class. Teachers are quick to pick up on any misconceptions or gaps in learning and act to support all pupils. The school supports pupils' well-being effectively.

Leaders have responded quickly to pupils' needs by introducing hubs for nurture and support.

Staff feel well supported by leaders and enjoy working at the school. There is a strong sense of community.

Leaders and governors understand their duties around well-being and value the contribution staff make to the school. Leaders provide training opportunities for staff to develop their practice further.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a strong culture of safeguarding and ensure that staff are well trained to be able to support the pupils in their care. There is a highly vigilant culture among staff. Staff know how to report concerns.

The governors ensure that their statutory duties in relation to safeguarding are met and that there are clear challenges and checks in place. This includes safer recruitment training.

Pupils know who they can go to if they have a worry or concern.

Pupils have a clear understanding of online safety and what to do to keep themselves safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have made recent changes to the design and coherence of the curriculum. In some subjects, these changes are in the early stages.

As a result, there are still gaps in some pupils' learning. Leaders must ensure that the curriculum in all subjects is coherent and well sequenced so that pupils learn effectively.Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in September 2013.

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