St Michael's Church of England Primary School

Inspection of St Michael’s Church of England Primary School Somerville Road, Bournemouth, Dorset BH2 5LH

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Inspection dates: 15 and 16 October 2024

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The headteacher of this school is Anthony Evans. This school is part of St Michael’s Church of England Primary School Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Kathryn May. 15 and 16 October 2024

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What is it like to attend this school?

St Michael’s Church of England Primary is a school that embraces diversity. Pupils are proud of the 57 languages spoken here and how the school welcomes and accepts everyone. Many pupils join part way through the school year, some unable to speak English. These pupils receive tailored support with specialist staff in the ‘lingua lab’. They also benefit from peer support from the ‘young interpreters’. This helps them settle quickly and feel part of this happy school.

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What is it like to attend this school?

Most pupils flourish academically and personally. This is because staff provide high levels of care and nurture. The school has revised the curriculum recently so that pupils learn more in each subject, helping them get off to a solid start to their education.

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What is it like to attend this school?

The school has high expectations for behaviour, and pupils live up to them. They show manners by holding doors open and using kind words. Pupils call this ‘The St. Michael’s Way’. It guides them successfully in how they work and play.

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What is it like to attend this school?

Pupils develop a strong sense of community. They volunteer to serve food at ‘midweek meals’ and take part in cultural events, like the Nigerian culture evening. Many parents and carers comment on the school’s dedication to foster pupils’ personal growth.

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

The school’s curriculum is ambitious. Pupils study a broad range of subjects. The introduction of ‘key learning points’ informs teachers of the essential knowledge pupils need to learn and when. These also help teachers build on what pupils know and remember. For example, in science, pupils in Year 6 used their previous knowledge of simple circuits to create an electrical circuit with components, such as a buzzer.

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

Reading is central to the school’s curriculum. The school has mapped out high-quality books that pupils will encounter each year. These enrich pupils’ vocabulary and knowledge about the local and wider world. For example, pupils build empathy through the books they study about refugees and characters with a disability. Older pupils confidently explain the meaning of words, such as ‘seismic’. By the time pupils leave the school, they are confident readers.

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

From the start of the Reception Year, children quickly master new sounds. By the end of Year 1, most pupils gain a strong grasp of phonics. The books pupils read help develop reading accuracy. Some pupils, especially those who are new to English, take longer to learn the sounds that letters make. The school provides regular and effective support to help these pupils catch up quickly. However, occasionally, staff do not check that pupils have grasped the basic knowledge of letter formation and sentence structure before moving on to more complex tasks. When this happens, it slows the pace at which pupils become fluent writers.

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

In the early years, teachers use well-crafted videos and actions to show children how to succeed in learning activities. This helps children become independent and successful 15 and 16 October 2024

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from the very start. The school is working to bring about greater consistency in how all staff support pupils’ oracy skills. Sometimes, adult interactions do not develop or extend pupils’ spoken language as well as they could.

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Staff use ongoing checks and prompts to find out what pupils know and remember well. They revisit important knowledge and vocabulary at the start of lessons. For example, in mathematics, pupils use the feedback they receive from adults to help them improve their mathematical skills.

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Staff provide effective support for pupils with special educational needs and/or disabilities (SEND). From the moment children start in Reception, their needs are identified quickly. Some pupils have tailored support so they can learn at the level that is right for them and experience success. Across the school, learning is typically free from disruption. A unique part of school life happens in the ‘beach hut’ and ‘rainbow room’. Here, dedicated staff help pupils discuss any worries they might have or regulate their behaviour.

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The school pays great attention to enhance pupils’ experiences beyond the classroom. Pupils enjoy a variety of clubs, including sports, arts and crafts and homework. Many fulfil leadership roles, such as those of school parliament and headteacher ambassadors, with maturity. Pupils play their part in promoting equality. For example, they are not afraid to speak up against bullying or gender stereotypes. The school successfully promotes a community of caring young citizens.

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Governors work in tandem with the school as one learning community. They visit regularly to check that the school’s actions make a positive impact. A culture of teamwork exists. Leaders consider staff workload and well-being. Staff appreciate that their views are listened to.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Occasionally, teachers do not check that all pupils have grasped the basic knowledge of letter formation and sentence structure before moving on to more complex tasks. When this happens, it slows down how well pupils build new learning. The school should make sure that teachers check that the basic components of learning have been secured before pupils move on to more complex tasks.  The school does not ensure that all staff use high-quality interactions with pupils. As a result, some pupils do not develop or extend their spoken language as well as they could. The school should ensure that all staff have the expertise to develop pupils’ oracy and language acquisition effectively. 15 and 16 October 2024

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 15 and 16 October 2024

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School details

Local authority Bournemouth, Christchurch and Poole

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School details

Website www.stmichaelsprimary.bournemouth.sch.uk

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Date of previous inspection

12 February 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is a single-academy trust. It is part of Bringing Schools Together Ltd Umbrella Trust, which includes five primary schools located in Bournemouth. Each school maintains its own financial autonomy and governing body.  The headteacher took up their post in September 2020.  The school is part of the diocese of Portsmouth and Winchester. The school received a section 48 inspection for schools of a religious character in October 2023.  The school does not currently use any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 15 and 16 October 2024

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors held discussions with the headteacher, the deputy headteachers, the assistant headteacher and other school staff. The lead inspector met with representatives from the trust board.  Inspectors carried out deep dives in these subjects: early reading, mathematics, physical education, science and geography. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also discussed the curriculum in personal, social, health and economic education.

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 Inspectors listened to pupils in Years 1, 2 and 3 reading to an adult.  To evaluate the effectiveness of safeguarding, the inspectors: met the designated safeguarding lead; checked the single central record of adults working in the school; took account of the views of staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour in lessons and during breaktime and lunchtime. They spoke with pupils and staff about behaviour.  Inspectors spoke with a range of staff to discuss how the school supports their workload and well-being.  Inspectors spoke to parents at the start and end of the school day. They considered responses to Ofsted’s online survey, Ofsted Parent View, including free-text comments. They also considered responses to Ofsted’s staff survey.

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Inspection team

Dale Burr, lead inspector His Majesty’s Inspector

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Inspection team

Steve Smith Ofsted Inspector 15 and 16 October 2024

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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