Schools & FE · Report card

St Michael's Roman Catholic Primary School, A Voluntary Academy

Inspected 20 Jan 2026 · URN 149679

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Summary

No overall grade in this frameworkSafeguarding met

Sheena Clark (lead), Jonny Foster-Carr, Sharon Cliff

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Needs attention
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
20 Jan 2026
Inspectors verified
Jonny Foster-Carr, Sharon Cliff, Sheena Clark
Postcode verified
M45 8NJ
Name on report verified
St Michael's Roman Catholic Primary School, A
Safeguarding verified
Met
URN verified
149679

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsNeeds attention
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+77Very positivemore positive than 59% of reports of this type

In line with other reports of this type.

Praisepositivehigh expectationsfeel safeambitiousconsistentlyeffectivelyextremelyflourish

Criticismconcernsgapsdisruptionabsencepersistent absencestrugglelow

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1358w+77
Leadership212w+81
Safeguarding51w−11
What needs to improve72w+58

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,690; about usual (typical 1698)
Reading level: Hard; Flesch 41, typical 43
Average sentence: 13 words
Next steps: 3; typical 3
Hedged sentences: 2%; “some”, “not always”, “most”…

Where the words go

Findings 46%Leadership 7%Safeguarding 2%What needs to improve 2%About the inspection 43%

Full report text

Voluntary Academy

Address: Ribble Drive, Whitefield, Manchester, Lancashire, M45 8NJ Unique reference number (URN): 149679

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Personal development and wellbeing Strong standard

The school provides a very well-considered personal development programme. It enables pupils to flourish both academically and in their life beyond school. Pupils respect the different values, beliefs and backgrounds of others. They engage thoughtfully with pertinent issues, such as current affairs. Pupils develop cooperation and conflict resolution skills, and they understand how to manage themselves in different situations. Pupils participate enthusiastically in creative, artistic and cultural opportunities, including performances and community projects. They focus on being active members of their community using kind words and thoughtful actions. For example, pupils deliver plant pots and seeds for local residents to grow. This helps to support their own and others’ wellbeing.

p.2

Personal development and wellbeing Strong standard

The curriculum for personal, social, health and economic education is carefully designed. At the right times, pupils learn about healthy relationships, puberty and personal safety, including how to keep themselves safe online. They develop sensible strategies for managing their emotions. Leaders ensure that pupils learn practical life skills, such as making informed decisions about saving and spending money.

p.2

Personal development and wellbeing Strong standard

Leaders determinedly prioritise access to enrichment for disadvantaged pupils. They remove barriers by adjusting club timings, working with parents and reducing financial pressures. As a result, pupils from all backgrounds participate widely in extra-curricular activities that nurture their interests and talents. Tailored pastoral support helps pupils with their mental health. Leaders seek expert input if it is needed.

p.2

Personal development and wellbeing Strong standard

Pupils speak positively about trusted adults. They understand how the fundamental British values shape expectations and behaviour in modern Britain. Pupils discuss their future aspirations with excitement and confidence.

p.2

Personal development and wellbeing Strong standard

The school’s inclusive and ambitious approach equips pupils with many qualities that will benefit them, such as determination, accountability and generosity. It helps them develop a clear sense of belonging. Together, these qualities prepare pupils well for life beyond school.

p.2

Achievement Expected standard

Leaders ensure that pupils have a solid foundation in reading, writing and number. If pupils have gaps in this knowledge, they usually catch up quickly.

p.2

Achievement Expected standard

Most pupils achieve in line with national expectations by the end of Year 6. Published outcomes show that the majority of pupils meet the national standard in reading, writing and mathematics. Those who do not achieve in line with national standards often make clear progress from their starting points. Disadvantaged pupils and, in many cases, pupils with special educational needs and/or disabilities, achieve well. Outcomes for disadvantaged pupils typically exceed those of similar pupils nationally. Leaders act promptly to address areas for improvement, including refining the school's approach to reading. This is already improving pupils' achievement.

p.2

Achievement Expected standard

Pupils’ work reflects the knowledge and skills that they gain across the curriculum. They speak confidently about their learning. As a result, pupils are well prepared for their next stage of education and future pathways.

p.3

Attendance and behaviour Expected standard

Leaders consistently implement a clear attendance policy. This helps them to promote regular attendance and challenge absence effectively. As a result, the school’s overall attendance typically sits in line with the national average. Pupils show positive attitudes towards coming to school. Celebrations of positive attendance help pupils to value being in school and understand the importance of their education. Leaders monitor attendance patterns closely and identify any trends in absence. Leaders make appropriate adjustments so that pupils can attend school regularly. They work directly with families and external agencies to reduce persistent absence. This targeted work secures improvement.

p.3

Attendance and behaviour Expected standard

Leaders have established a calm, orderly and positive environment in which pupils feel safe and well supported. Pupils move around the school sensibly. They are kind, caring and respectful towards others. Staff apply the behaviour policy consistently, and pupils behave well in lessons and around school. Low-level disruption occurs very rarely. When it does, staff address it promptly. Bullying is very rare, and pupils trust adults to deal with any concerns quickly and effectively. Pupils demonstrate positive attitudes to learning. They are diligent, remain motivated and take pride in their work. If pupils should struggle, staff use their knowledge of pupils' individual needs to help them back towards positive habits.

p.3

Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of the curriculum. They make informed decisions to improve teaching where necessary. Leaders prioritise learning of the basics so that pupils secure essential knowledge in reading, writing and mathematics. Additional support helps pupils who need to catch up, meaning that most pupils acquire the knowledge and skills that they need for their next steps. Pupils confidently draw on a rich vocabulary to explain their learning.

p.3

Curriculum and teaching Expected standard

Leaders have constructed an ambitious curriculum that identifies the key knowledge that pupils will learn. In the main, teachers know what to teach and when. Leaders ensure that teachers have the subject knowledge that they need so that the curriculum is typically taught well. Teachers check pupils’ learning and usually address any gaps in their understanding. However, on occasion, the activities that teachers select do not provide sufficient opportunities for pupils to deepen or apply their learning.

p.3

Curriculum and teaching Expected standard

Leaders and staff know pupils’ needs well. They have high expectations of pupils. Where needed, staff make helpful adaptations, which enable pupils with special educational needs and/or disabilities to access the full curriculum. As a result, many pupils make secure progress from typically low starting points.

p.3

Inclusion Expected standard

Leaders identify pupils’ needs quickly and accurately. This includes pupils who are disadvantaged, those with special educational needs and/or disabilities, and those known or previously known to children’s social care. Leaders use this information to tailor support that reduces barriers to learning and helps pupils to feel fully included in school life. Staff are knowledgeable about pupils’ individual needs and show kindness and care for their wellbeing.

p.4

Inclusion Expected standard

Leaders have implemented effective systems that allow them to understand the challenges that pupils and families face. They respond to these needs promptly and compassionately. Leaders have high expectations of pupils. They make sure that staff have the requisite knowledge to ensure that pupils receive the appropriate support and adjustments they need to access the full curriculum. Leaders guide teachers in making suitable adaptations to best support pupils with potential barriers to learning.

p.4

Inclusion Expected standard

Leaders monitor pupils’ progress carefully and evaluate the impact of interventions. They ensure that support remains well matched to pupils’ needs, for example, through the carefully allocated funding for disadvantaged pupils. Leaders use alternative provision effectively when needed. They draw on specialist advice, including from the local authority, to inform and further enhance support for pupils who may face barriers to their learning.

p.4

Leadership and governance Expected standard

Since the previous inspection, the school has experienced significant staffing changes, including in leadership. Leaders have a well-developed understanding of the school’s context, its strengths and the areas that require further development. They prioritise the right actions to sustain effective practice or to bring about improvement. Leaders’ decisions centre on what is best for pupils, including those who are disadvantaged, those with special educational needs and/or disabilities and those who face other challenges in their lives. Leaders demonstrate professionalism and high expectations. This creates a culture in which staff are proactive, and pupils benefit from ongoing refinements.

p.4

Leadership and governance Expected standard

Leaders ensure that staff access high-quality professional development that supports the school’s priorities, such as training on subject leadership. The impact of this training is visible in classroom practice. Subject leaders receive focused guidance that helps them to build expertise and lead their areas with increasing assurance. Leaders also provide time for staff to work collaboratively within school.

p.4

Leadership and governance Expected standard

Staff are well supported. They appreciate that leaders consider their workload and wellbeing carefully when making decisions. Leaders minimise unnecessary demands and ensure that staff work in a supportive and positive environment.

p.4

Leadership and governance Expected standard

Members of the board of trustees and the local governing board fulfil their statutory responsibilities. Governors work closely with leaders to understand the school’s priorities.

p.4

Needs attention

Board members use their knowledge to offer both challenge and support. Leaders are held to account for the impact of their decisions, including how resources are used.

p.5

Early years Needs attention

The early years curriculum is well established. It sets out clear progression from Nursery to Reception and supports children’s development across the different areas of learning. However, inconsistencies in how the curriculum is delivered limit its impact on children’s learning. Staff interactions with children vary in quality. This means that some children benefit from purposeful dialogue, while others do not receive the support that they need to develop important vocabulary. Teacher-led sessions help children to learn new knowledge. For example, phonics teaching has a positive impact on helping children learn to read. However, this rigour is not sustained when children move into independent activities. Some activities are not well matched to the children’s stage of development. As a result, some children, including those with special educational needs and/or disabilities, do not experience the precise learning that leaders expect.

p.5

Early years Needs attention

Leaders have taken appropriate steps to strengthen provision in the early years, but it is too early to see the full impact of this work. Partnerships with parents and carers are positive. Leaders seek external support when needed. While children gain some of the foundations of learning needed for Year 1, variability in practice means some children are not as well prepared as leaders intend.

p.5