Schools & FE · Report card

Micheldever CofE Primary School

Inspected 9 Sept 2026 · published 7 Oct 2026 · URN 133292

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Summary

No overall grade in this frameworkSafeguarding met

Gareth Flemington (lead), Emma Breckenridge

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Needs attention
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
9 Sept 2026
Inspectors verified
Emma Breckenridge, Gareth Flemington
Postcode verified
SO21 3DB
Name on report verified
Micheldever CofE Primary School
Safeguarding verified
Met
URN verified
133292

Page 1 of 16

Deep dive

What this report says

In plain English

mixed

The school is inclusive and safe, with improving attendance and behaviour, but key stage 2 achievement still needs attention.

Safeguarding standards are met and pupils feel safe. Attendance and behaviour are improving under stable leadership, and early years and phonics teaching are described as strong. Published key stage 2 outcomes show underachievement for some groups, particularly disadvantaged pupils, and inspectors say the recent actions to address this are too early to show full impact.

Going well

Safeguarding standards are met and pupils feel safe.
Attendance and behaviour are improving, including for some persistently absent pupils.
Early years provision has improved and phonics teaching is consistent and well trained.
The school is inclusive, with leaders identifying barriers to learning quickly and accurately.

To improve

Outcomes at the end of key stage 2, particularly for disadvantaged pupils, need to improve.
Teachers need to identify and address gaps in prior knowledge more precisely, especially in writing and mathematics.
Pupils need to revisit and correct errors so that misconceptions do not remain.
Some evaluation processes need refining so leaders can judge the impact of improvement work more sharply.

Summary written by AI (claude-haiku-5-5) from the report text. It can miss nuance: the report itself is the record.

Grade profile

Each judgement on its scale, weakest to strongest.

AchievementNeeds attention
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

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

+55Positivemore positive than 25% of reports of this type

In line with other reports of this type.

Praisepositivehigh expectationseffectivelyambitiousfeel safesecuresuccessfullyeffective

Criticismconcernsgapsweaknessesnot consistentlybelownot alwaysinconsistentpersistently absent

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1492w+57
Leadership282w+56
Safeguarding51w−11
What needs to improve87w−21

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

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: 1,908; about usual (typical 1698)
Reading level: Hard; Flesch 31, typical 43
Average sentence: 16 words
Next steps: 3; typical 3
Hedged sentences: 9%; “some”, “not always”, “most”…

Where the words go

Findings 49%Leadership 9%Safeguarding 2%What needs to improve 3%About the inspection 38%

Full report text

Micheldever CofE Primary School

Address: Church Street, Micheldever, Winchester, Hampshire, SO21 3DB Unique reference number (URN): 133292

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

Attendance and behaviour Expected standard

Leaders monitor attendance rigorously and analyse information at both whole-school and group level to identify trends, remove barriers and target support, particularly for vulnerable pupils, including those from the Gypsy, Roma and Traveller community. Leaders work closely with families and external agencies to promote the importance of regular attendance while maintaining high expectations. Staff understand pupils’ individual circumstances and provide appropriate support alongside consistent challenge. As a result, attendance is improving, including for some pupils who have been persistently absent. Although overall attendance remains below national averages, it is improving over time. Leaders have an accurate understanding of remaining barriers and are taking appropriate action to sustain this positive trend.

p.2

Attendance and behaviour Expected standard

Leaders and staff have a secure understanding of behaviour and maintain high expectations through positive relationships, clear routines and consistent boundaries. Pupils understand what is expected of them and generally behave well in lessons and around the school, demonstrating positive attitudes to learning and working cooperatively with others. Staff provide timely support and appropriate adaptations for pupils who need help to regulate their behaviour, enabling them to engage successfully in learning. Pupils feel safe and trust adults to deal with concerns effectively. Leaders identify pupils who need additional support and provide targeted interventions. Recent improvements, reflected in increased rewards and pupils’ positive views, indicate that positive behaviour is embedded across the school.

p.2

Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. They make informed decisions that are in pupils’ best interests and have established a more ambitious vision for what pupils can achieve. Leaders have strengthened provision, including in mathematics, and have made effective use of external support to improve the quality of education. They are taking appropriate action to improve consistency across subjects and classes.

p.2

Curriculum and teaching Expected standard

Teachers generally deliver the curriculum well. They help pupils build on prior learning, make connections between ideas and develop their knowledge over time. Assessment is used effectively to check understanding in lessons and adapt teaching where necessary. As a result, pupils can usually explain what they have learned and remember important knowledge. Where teaching is strongest, pupils are given regular opportunities to practise, apply and secure their learning.

p.2

Curriculum and teaching Expected standard

Staff demonstrate secure subject knowledge and use subject-specific vocabulary effectively. Adaptations to teaching are generally well considered, enabling most pupils, including those with special educational needs and/or disabilities, to access the same curriculum as their peers and learn successfully alongside them.

p.2

Curriculum and teaching Expected standard

Leaders prioritise early reading. Phonics is taught consistently, staff are well trained and assessment is used effectively to identify pupils who need additional support. However, teachers do not always identify and address gaps in some pupils’ prior knowledge precisely enough, especially in writing and mathematics, before new learning is introduced.

p.2

Early years Expected standard

Leaders have improved the early years provision and have a clear understanding of what is working well and what needs further development. They have created a purposeful learning environment and introduced a well-sequenced curriculum that helps children build knowledge, skills and vocabulary over time.

p.3

Early years Expected standard

Children learn in a safe, nurturing environment where they settle quickly and develop positive attitudes to learning. Staff know children well and support them to follow routines, work with others and become increasingly independent. Genuine relationships help children feel secure and ready to learn.

p.3

Early years Expected standard

The curriculum is planned carefully so that children develop the foundations they need for future learning. High-quality texts enrich the curriculum, while the indoor, outdoor and woodland environments provide meaningful opportunities for children to explore and apply their learning.

p.3

Early years Expected standard

Leaders place a clear focus on early reading. Phonics teaching begins as soon as children start school and is delivered consistently well. Staff model sounds accurately and use assessment to identify children who need additional support. Children participate enthusiastically, remember previously taught sounds and develop positive learning habits. Effective transition arrangements help ensure that children are prepared well for Year 1. Overall, children get off to a positive start and are prepared appropriately for the next stage of their education.

p.3

Inclusion Expected standard

This is an inclusive school. Leaders place pupils’ wellbeing, achievement and access to learning at the centre of their work. They identify barriers to learning quickly and accurately, including for pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and others who may be vulnerable. Leaders work closely with families, staff and external agencies to ensure pupils receive the right support at the right time. They assess needs carefully, review provision regularly and adapt support when required.

p.3

Inclusion Expected standard

Leaders have high expectations for all pupils. They ensure that pupils with SEND can access the same ambitious curriculum as their peers wherever possible. Staff understand pupils’ needs well and receive timely and appropriate training. This helps teachers adjust teaching, resources and the classroom so pupils learn well. It also ensures pupils take part fully in school life and grow in confidence.

p.3

Inclusion Expected standard

Leaders use additional funding, including pupil premium funding, appropriately and review its impact regularly. They target support effectively for disadvantaged pupils and provide timely pastoral support when needed. Alternative provision is used appropriately, monitored carefully and helps pupils engage positively with education. Leaders are also committed to the local area partnership and have expanded their provision to benefit more pupils within the community.

p.3

Leadership and governance Expected standard

Leaders and governors share an ambitious vision focused on improving pupils’ experiences and preparing them well for life beyond school. Leaders act in the best interests of all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities.

p.4

Leadership and governance Expected standard

Following a period of significant change in leadership and staffing, leaders have brought greater stability and clarity of direction to the school. The headteacher has united staff around a shared commitment to improvement and taken decisive action to address key priorities. This work has focused on attendance, behaviour, the curriculum and raising expectations. As a result, pupils’ attendance and behaviour are improving. Although outcomes at the end of key stage 2 are not yet where leaders want them to be, they understand the remaining challenges and are taking appropriate action to address them.

p.4

Leadership and governance Expected standard

Leaders evaluate the school’s effectiveness accurately and use a range of evidence to inform improvement planning. Their actions are having a positive impact, particularly in attendance and behaviour. Further refinement of some evaluation processes would enable leaders to identify priorities with even greater precision and evaluate the impact of improvement work more sharply.

p.4

Leadership and governance Expected standard

Governors know the school well and provide an appropriate balance of support and challenge. They monitor the school’s work regularly and hold leaders to account for the impact of their actions. Leaders have built positive relationships with staff, parents and carers and the wider community. Parents speak highly of the school’s inclusive ethos and approachable leaders. Staff feel valued and supported and appreciate leaders’ attention to wellbeing and workload. Professional development is aligned closely with school priorities and is strengthening staff expertise. Leaders monitor its impact carefully as they continue to secure improvement across the school.

p.4

Personal development and wellbeing Expected standard

Leaders have established a well-designed personal development programme that reflects the school’s context and ambition for all pupils to belong, succeed and thrive. Pupils benefit from a wide range of clubs, visits and leadership opportunities that broaden their experiences and enrich their learning. Leaders link these opportunities carefully to the curriculum and work actively to remove barriers to participation, particularly for disadvantaged pupils.

p.4

Personal development and wellbeing Expected standard

The personal, social, health and economic education curriculum is comprehensive and taught sensitively. Pupils recall important learning about healthy lifestyles, mental health, online safety and relationships. Older pupils speak confidently about topics such as healthy relationships and appropriate boundaries. Pupils understand how to keep themselves safe and know where to seek support when needed.

p.4

Personal development and wellbeing Expected standard

Pupils develop a secure understanding of different faiths, cultures and beliefs. They understand the importance of equality, inclusion and treating others with respect. They

p.4

Needs attention

discuss current affairs thoughtfully, value diversity and appreciate different viewpoints. Through opportunities such as the school council, pupils gain experience of responsibility and democracy. They understand the school’s values and can explain concepts such as voting and representation.

p.5

Needs attention

Pastoral support is highly valued by pupils. Leaders have established clear systems to identify and support those who may need additional help. Staff know pupils well and respond promptly to concerns. Pupils say that adults listen to them and care about their wellbeing.

p.5

Needs attention

Pupils are eager to talk about memorable experiences, including visits to the planetarium and participation in clubs such as chess, German and dodgeball. They also organise fundraising events and environmental projects. These experiences help pupils develop confidence, broaden their aspirations and prepare them well for life in modern Britain.

p.5

Achievement Needs attention

Published outcomes at the end of key stage 2 show a pattern of underachievement for some groups, particularly disadvantaged pupils. Over time, attainment and progress have been inconsistent and, at times, below national standards. Leaders have identified these weaknesses accurately and introduced appropriate strategies to improve achievement, particularly in writing and mathematics. However, this work is at an early stage and it is too soon to see its full impact.

p.5

Achievement Needs attention

Leaders have rightly prioritised strengthening pupils’ foundational knowledge and skills. Teachers are beginning to identify gaps in learning and provide targeted support. However, pupils do not consistently revisit and correct errors, meaning some misconceptions remain.

p.5

Achievement Needs attention

Although leaders have introduced suitable strategies to address gaps in learning, some pupils, particularly in key stage 2, continue to have weaknesses in essential knowledge and skills. Outcomes in the Year 1 phonics screening check have also been uneven. In some cases, gaps in foundational knowledge, including fluency in multiplication facts, are not addressed quickly enough. This limits pupils’ achievement and readiness for the next stage of education.

p.5