St Michael's Community Academy

St Michael's Community Academy

Address: Holland Street, Crewe, Cheshire, CW1 3SL Unique reference number (URN): 140175

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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.

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How we evaluate safeguarding

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

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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.

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Attendance and behaviour Expected standard

Leaders have high expectations for punctuality and attendance. They rigorously promote the importance of being in school, on time, every day. There are clear and established routines in place that support regular attendance. A warm, positive welcome is provided. There are key staff on hand to support any reluctant pupils into school. This effective pastoral support helps to reduce some pupils’ anxieties about attending school. Leaders use data to identify which pupils and families need further support to attend each day. Leaders and external agencies work together to address any underlying issues. Leaders’ actions to identify and tackle barriers mean that more pupils are attending more regularly. Persistent absence is reducing rapidly.

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Attendance and behaviour Expected standard

School is a calm and orderly place. This is because recent changes to the behaviour systems are understood by pupils and used consistently well by staff. Most pupils behave well. They focus on their learning and find lessons interesting. Pupils value the rewards that they receive for positive behaviour. They are taught how to manage their own behaviour. Those who need it, get the extra support they need to behave well. Leaders use suspensions appropriately. Bullying is not tolerated and, if it does occur, it is dealt with effectively.

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Curriculum and teaching Expected standard

Leaders make sure that the curriculum is appropriate and sequenced to build on what pupils have learned before. It sets out the important knowledge that pupils will learn from the provision for 2-year-olds through to Year 6. Leaders prioritise building basic skills in early reading, writing and mathematics. They build knowledge carefully and logically so pupils develop a secure understanding over time. For example, consistent phonics teaching helps pupils to recognise the sounds and the letters they make. Consequently, pupils generally read well with expression and fluency.

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Curriculum and teaching Expected standard

Teachers have the subject knowledge that they need to teach the curriculum well. Support for pupils with additional needs is usually well focused. Teachers identify misconceptions and gaps effectively. They adapt and adjust learning well for pupils who need additional help. This includes pupils with special educational needs and/or disabilities. As a result, pupils access learning alongside their peers.

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Curriculum and teaching Expected standard

Staff design learning that builds on pupils' prior knowledge. Leaders have established a successful approach to teaching. However, in a minority of classes, teachers’ subject understanding and knowledge of how best to teach are less well developed. Leaders have clear oversight of this. They ensure that staff receive the support they need to develop their practice.

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Early years Expected standard

There is a well-designed, ambitious early years’ curriculum in place for 2-, 3- and 4-year-old children. Learning is clearly mapped out for each age. Staff receive the training they need to understand how young children, including those with special educational needs and/or disabilities, learn. Staff focus on building positive relationships and ensure children are well cared for and safe. As a result, children benefit from warm interactions. This prepares them well for future learning.

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Early years Expected standard

Staff teach phonics effectively. This quickly builds the confidence and knowledge of children at the early stages of reading. Children engage in purposeful activities that develop their early writing and mathematical knowledge.

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Early years Expected standard

Children’s needs are quickly identified. Leaders prioritise access to support so children receive the right help at the earliest stage. Staff engage in high-quality conversations to promote vocabulary, language and communication skills. However, sometimes staff do not model the use of resources as effectively as they could, for example by showing children how to use equipment on offer in the learning environment, when necessary.

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Early years Expected standard

On the whole, by the end of their Reception Year, children are typically ready for the challenges of Year 1.

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Inclusion Expected standard

Leaders are ambitious for all pupils. Staff support pupils to overcome obstacles to their learning or wellbeing. Consequently, leaders quickly identify any barriers pupils may have. This early assessment helps staff to understand pupils' individual needs and put the necessary support in place.

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Inclusion Expected standard

Leaders understand the range of different vulnerabilities that many pupils have. They ensure that pupils, parents, carers and other professionals are involved in the assessment of pupils’ needs. As a result, leaders carefully build appropriate support that helps pupils to make progress. For example, pupils benefit from the use of additional staff, access to the family support worker, or time with the school’s dedicated nurse.

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Inclusion Expected standard

Staff have the knowledge and skills to reduce barriers and support vulnerable pupils effectively. They implement well-designed learning plans and support pupils to achieve well and thrive in their learning and development. Leaders ensure that additional funding, such as the pupil premium for disadvantaged pupils, is spent wisely. Where needed, leaders make appropriate use of alternative and specialist provision for pupils with more complex or profound needs. This helps ensure that pupils get the support they need to achieve well from their starting points.

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Leadership and governance Expected standard

Following a period of significant turbulence in leadership, the trust and school leaders are now aligned in their ambition for the school. They have a detailed understanding of what the school is doing well and where it needs to improve. Trustees and members of the local governing committee fulfil their statutory duties effectively. They support and challenge leaders appropriately. Governors ensure that leaders are mindful of staff’s workload and wellbeing. Leaders have a clear plan to move the school forward with pupils’ best interests at the heart. Leaders bring much-needed stability and consistency to daily life at St Michael’s. Leaders clearly communicate the need to drive rapid improvement to secure long-term success for pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged.

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Leadership and governance Expected standard

Staff are positive about working at the school. They see leaders as role models and value the support that they receive from them. This includes opportunities to work with colleagues from across the trust. Staff recognise that this helps them to build the knowledge they need to impact positively on pupils’ achievement. For example, training on the new approach to the teaching of writing has helped staff to implement this with greater confidence.

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Leadership and governance Expected standard

On the whole, parents are positive about the school. They value the care and support that their children receive. Leaders engage positively with support agencies and other organisations to the benefit of pupils. This includes working with specialists for pupils with SEND.

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Personal development and wellbeing Expected standard

Pupils learn a carefully crafted personal, social, health and economic education (PSHE) curriculum. Leaders consider the school’s context and pupils’ needs. For example, there is a focus on keeping safe near the local railway line. Leaders provide clear guidance about the delivery of the curriculum. Consequently, teachers deliver lessons with confidence. Pupils understand the purpose of PSHE. They learn about risk and how to keep themselves safe, including when they access the internet. Pupils have an age-appropriate understanding of consent and what constitutes a healthy relationship. As a result, they can discuss issues such as peer pressure and how this might affect them in a negative way. The curriculum helps pupils to develop the precise language that they need to be able to share feelings. They are taught different strategies to use if they feel worried or stressed. A robust pastoral offer means that pupils, including those with special educational needs and/or disabilities,

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Personal development and wellbeing Expected standard

are clear about how and when to seek support from staff.

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Personal development and wellbeing Expected standard

Leaders’ work to support pupils' understanding of fundamental British values has been successfully developed over time. Pupils know about differences and diversity within their community and beyond. Pupils enjoy learning about different faiths, beliefs and cultures. They can explain why it is important to treat people equally. They know that these are qualities they will need to live successfully in modern Britain.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide range of opportunities outside of the classroom, such as attending ‘Pupil Parliament’ and visits from members of the emergency services. Older pupils benefit from roles such as sports leaders and house captains. Through this, they develop leadership skills and learn how to support and motivate other pupils. Beyond the classroom, clubs, charity fundraising, visits by authors and opportunities to perform, serve to broaden pupils’ horizons and extend their experiences. Leaders track participation carefully across all pupil groups to ensure that no-one misses out.

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Achievement Needs attention

Pupils do not achieve as well as they could. They do not consistently secure the most important knowledge in reading, writing and mathematics. This is demonstrated in the weak outcomes for pupils at the end of key stage 2 and means that most pupils are not well prepared for secondary school.

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Achievement Needs attention

The work in pupils’ books mirrors the variability seen in published outcomes. Improvements to the curriculum and the way in which it is taught, especially in the early years and key stage 1, mean that younger pupils are more successful in their learning. Some pupils, particularly those in older year groups, have gaps in their basic skills in reading, writing and mathematics. This means that, sometimes, staff move on to new learning before pupils have secured the knowledge they need to build upon.

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Achievement Needs attention

Leaders are clear about the mixed picture. They have begun to take appropriate action to address these issues so that attainment improves and a greater proportion of pupils achieve in line with their peers nationally. However, it is too soon to see the impact of much of this work.

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What it's like to be a pupil at this school

Each day starts positively at St Michael’s Community Academy. Pupils greet each other warmly and feel ready to start the day. Pupils feel safe and cared for. The school’s values of courage, ambition, respect and excellence shape daily life. Pupils work hard, support one another and take pride in their achievements.

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What it's like to be a pupil at this school

Pupils enjoy school. They understand the importance of being punctual and present. They value their friendships and benefit from a culture where wellbeing is a high priority. Incidents of bullying are rare. If they do happen, they are dealt with decisively. Many pupils join the school throughout the year, including those who are at the early stages of learning to speak English. They quickly become part of the school community.

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What it's like to be a pupil at this school

Pupils behave positively and show respect towards others. They learn in calm and purposeful classrooms. Staff provide effective support for pupils who find it difficult to manage their emotions. This helps these pupils to learn in a settled environment. As a result, pupils, including those in the early years, engage well in learning. Despite this, pupils do not achieve as well as they should. Leaders know this is a priority. They are taking positive actions to ensure that pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, secure the skills and knowledge they need to be well prepared for the next stages of their education.

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What it's like to be a pupil at this school

Older pupils take on leadership responsibilities. For example, play leaders help younger children feel included during breaktimes. Pupils feel valued because of the contribution they make to the smooth day-to-day running of the school. Pupils have access to a variety of clubs and enrichment activities, including athletics, cricket and chess. These opportunities help them to develop confidence, teamwork and feel proud to be part of the school community.

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Next steps

Leaders should continue to identify and support the historic gaps in pupils’ knowledge so that all groups of pupils progress through the curriculum and achieve consistently well. Leaders should continue their work to improve attendance and reduce persistent absence across the school, for all groups, including children in the early years. In the early years, leaders should ensure that staff consistently model the correct techniques using resources that children need to learn and develop across all areas of learning.

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About this inspection

This school is part of St Bart’s Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Lisa Sarikaya, and overseen by a board of trustees, chaired by Johnny Anderson.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the executive principal, the head of school and other school leaders. The lead inspector also spoke with the trust CEO, the chair of the board of trustees, the school's link trustees and members of the local governing committee, including the chair, during the inspection.

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About this inspection

The inspectors confirmed the following information about the school: The school currently makes use of one registered alternative provision.

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About this inspection

The executive principal took up post in May 2025.

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Team inspectors:

Michael Pennington, His Majesty's Inspector Amy Burkes, Ofsted Inspector Lise Houldsworth, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2023/24 (final) 54% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 72% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 65% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 68% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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national average

2023/24 (final) 40% 46% Close to average

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national average

2022/23 (final) 46% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2023/24 (final) 63% 62% Close to average

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average

2022/23 (final) 50% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 50% 58% Close to average

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average

2022/23 (final) 54% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 53% 59% Close to average

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average

2022/23 (final) 50% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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