St Michael's Catholic Primary School, Esh VillageOfsted report card, 9 Sept 2026

St Michael's Catholic Primary School, Esh Village

Address: Esh Village, Durham, County Durham, DH7 9QY Unique reference number (URN): 148262

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

Achievement Strong standard

Pupils attain well from their starting points. Results in national assessments have been above or close to national averages in most areas over recent years. Reading and mathematics are particular strengths. Pupils also achieve well in writing and develop secure knowledge across the wider curriculum.

p.2

Achievement Strong standard

The school’s effective phonics provision gives pupils a secure start in reading. The school's focus on mathematical fluency is effective. Pupils recall number facts and multiplication tables with confidence and accuracy. Across the curriculum, pupils build secure knowledge and use subject-specific vocabulary well. Their work in history, geography and science shows that they can recall important knowledge and apply it through a range of learning activities.

p.2

Achievement Strong standard

Staff know pupils’ needs and starting points well. This includes pupils with special educational needs and/or disabilities. It helps pupils make effective progress through the curriculum and attain well. They acquire the knowledge and skills they need and are well prepared for the next stage of their education.

p.2

Attendance and behaviour Strong standard

Pupils attend school regularly. Leaders know pupils and families well and have clear systems to monitor attendance and identify concerns quickly and effectively. They pay particular attention to pupils who are at risk of persistent absence and work positively with families to remove barriers. Attendance is above the national average overall. The attendance of pupils with special educational needs and/or disabilities continues to improve significantly. Leaders use a range of effective strategies to promote good attendance.

p.2

Attendance and behaviour Strong standard

Behaviour and attitudes are highly positive across the school. Pupils are calm, polite and respectful and understand the school’s expectations around behaviour. Clear routines are well established from the early years and continue consistently throughout the school. Pupils focus well in lessons and can work without distractions. Relationships between pupils and staff are warm and respectful, and pupils know that adults will help them if they have a concern. Pupils play well together and show kindness and consideration, including during breaks and lunchtimes. Bullying is rare. Leaders take concerns seriously and investigate them carefully. Leaders use information about behaviour effectively to identify pupils who may need additional support. As a result, the school is a calm, orderly and purposeful place where pupils feel safe and ready to learn.

p.2

Curriculum and teaching Strong standard

Leaders have designed a well-sequenced and ambitious curriculum that builds pupils’ knowledge progressively from early years to Year 6. The trust curriculum is thoughtfully adapted to meet the needs of pupils at the school. The school prioritises the teaching of reading, writing and mathematics well. The wider curriculum provides pupils with rich opportunities to develop subject-specific knowledge and vocabulary. Teachers demonstrate secure and detailed subject knowledge and explain new learning clearly. They use effective modelling, questioning and repetition to help pupils remember important content. Teachers consistently connect new learning to what pupils already know. This helps pupils to build secure knowledge over time. High expectations are evident in lessons and books, with pupils producing work of high quality across subjects.

p.2

Curriculum and teaching Strong standard

The teaching of phonics is well-established and effectively assessed. It ensures that pupils’ books are well-matched to their phonics knowledge. Pupils who fall behind receive timely support. Mathematical fluency is a particular strength. Staff make regular checks on pupils' learning. It is highly effective in English and mathematics and helps teachers to identify gaps in pupils' understanding and inform teaching. Leaders continue to fully refine assessment more consistently across the wider curriculum so teachers can make the most of learning opportunities. Overall, teaching enables pupils to secure the knowledge, vocabulary and skills needed for their next stage of education.

p.3

Early years Strong standard

Children make a happy and purposeful start in the early years. Warm relationships and clear routines help children settle quickly and feel secure. Staff know children well and respond sensitively to their individual needs. The learning environment is carefully organised to promote curiosity, exploration and independence. Children are happy, engaged and keen to learn.

p.3

Early years Strong standard

The curriculum builds important foundations in communication, early reading, writing and mathematics. Staff carefully weave opportunities to develop communication and language throughout the provision. They use rich vocabulary, ask thoughtful questions and give children time to develop their responses and ideas. In Reception Year, children listen attentively to stories and join in confidently with rhymes and actions. Phonics is well taught and provides pupils with secure foundations in reading. In Nursery Year, children show high levels of focus as they play and learn in role-play areas such as the doctor's surgery. Children eagerly take turns and use new vocabulary appropriately. Children show growing independence and self-regulation, following routines and helping to tidy up.

p.3

Early years Strong standard

Staff are highly effective in identifying gaps in children's development and provide timely support. 'Spotlight' children receive focused intervention, this ensures that any additional needs, including those of disadvantaged children, are addressed promptly. It means increasing numbers of children reach a good level of development. Children are well prepared for Year 1.

p.3

Inclusion Strong standard

Leaders have a detailed understanding of pupils’ individual needs and identify emerging barriers to learning quickly. Leaders know pupils very well and ensure that assessment, individual support plans and classroom provision are closely aligned to their needs. Staff use detailed tracking and ‘spotlight’ plans to ensure that no pupil’s needs are overlooked.

p.3

Inclusion Strong standard

Pupils with special educational needs and/or disabilities (SEND) and other vulnerabilities receive carefully targeted support. Provision for reading, speech and language, social, emotional and mental health needs is planned precisely, with clear targets, appropriate staffing and regular monitoring of impact. Staff make effective adaptations so that pupils can access the curriculum alongside their peers and participate fully in all aspects of school life.

p.3

Inclusion Strong standard

Leaders work closely with parents and external agencies to develop a holistic understanding of pupils’ needs. Staff benefit from ongoing professional development. This strengthens their expertise in supporting pupils with a wide range of needs. In the early years, emerging communication and language needs are identified promptly and appropriate intervention is put in place.

p.4

Inclusion Strong standard

Leaders ensure any barriers to learning which disadvantaged pupils face are addressed promptly. This includes checking their attendance, progress and participation in wider opportunities. Additional support, such as pupil premium funding, is used thoughtfully to address identified barriers. As a result, pupils with SEND, disadvantaged pupils and those facing other vulnerabilities are well supported to learn, participate and thrive.

p.4

Leadership and governance Strong standard

Leaders know St Michael’s Catholic Primary School and its community very well. They place pupils at the heart of everything they do and have created a warm, inclusive culture in which pupils and staff feel valued. Leaders are ambitious for every pupil, including those with special educational needs and/or disabilities (SEND), those who are disadvantaged and those who face barriers to learning. They have a precise understanding of the school’s priorities and use information about achievement, attendance, behaviour and inclusion to identify where further improvement is needed.

p.4

Leadership and governance Strong standard

Leaders are relentless in their focus on improving the quality of education. They make effective use of support from the multi-academy trust, professional development opportunities and regular evaluation of teaching and pupils’ work. Staff benefit from a well- planned programme of training, including opportunities to develop subject and leadership expertise. Staff value leaders’ approachable and supportive approach. Leaders listen carefully to their views and place a strong emphasis on workload and wellbeing.

p.4

Leadership and governance Strong standard

Governance is a strength of the school. Governors and trustees know the school well and provide effective support and challenge through regular meetings, visits and discussions with leaders, staff and pupils. They maintain close oversight of safeguarding, attendance, SEND provision, pupil outcomes and school improvement. They receive regular training and ask informed questions about the school’s performance.

p.4

Leadership and governance Strong standard

Leaders and governors work closely with the trust's central executive team and external professionals to strengthen provision. Together, they have created a shared culture of ambition, inclusion and success, ensuring that pupils are safe, supported and well prepared for their future.

p.4

Personal development and wellbeing Strong standard

Leaders place a strong emphasis on developing pupils as confident, caring and responsible young people. The school’s Catholic ethos and gospel values are woven through school life and are clearly understood by pupils. They talk enthusiastically about the importance of kindness, respect, forgiveness and helping others. Pupils understand that these values are not simply words but are reflected in how they treat people and contribute to their community.

p.4

Personal development and wellbeing Strong standard

Pupils have a detailed understanding of fundamental British values and protected characteristics. They can explain why democracy, individual liberty and respect are important and understand that everyone should be treated equally. They speak confidently about different faiths and understand the importance of respecting people’s beliefs and differences. Pupils also know how to stay safe online and in the wider community. They are confident about speaking to a trusted adult if they are worried.

p.5

Personal development and wellbeing Strong standard

Pupils make the most of the many opportunities to develop their interests and discover new talents. Pupils talk with enthusiasm about sporting opportunities, arts and crafts, LEGO and other clubs, as well as residential visits and trips. Leaders carefully monitor participation so that pupils with special educational needs and/or disabilities and those who are disadvantaged can benefit fully from these opportunities.

p.5

Personal development and wellbeing Strong standard

Leadership opportunities for pupils are plentiful. Pupils can choose from a wide range of roles, including wellbeing warriors, the school council and gardening groups. They raise money for charity, organise community events, support the library, care for the school environment and help others. Pupils speak proudly about these responsibilities and explain how they have made them more confident, caring and aware of the needs of others.

p.5

Personal development and wellbeing Strong standard

Through its ethos, rich experiences and meaningful responsibilities, the school develops pupils’ character very well and prepares them to make a positive contribution to their community and the wider world.

p.5

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

Pupils thrive in this welcoming and inclusive school. They are proud to belong and feel safe, happy and well cared for because adults know them and their families very well. Pupils trust staff and are confident that there is always someone they can turn to if they have a worry or concern. Relationships between pupils and adults are warm, respectful and nurturing. These positive relationships help to create a calm, purposeful atmosphere where pupils feel valued and ready to learn.

p.5

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

The school’s Catholic ethos and values are woven through every aspect of school life. Pupils understand the importance of kindness, respect, forgiveness and responsibility and put these values into action every day. They have a secure understanding of equality and diversity and speak confidently about the importance of fundamental British values. Pupils know that everyone matters and should be treated fairly, with dignity and respect.

p.5

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

Pupils behave very well in lessons and around school. They understand what is expected of them and respond positively to these expectations. They are considerate and caring towards one another and are clear that bullying has no place in their school. Pupils trust staff to listen to their concerns and deal with them quickly and fairly. Younger pupils settle happily into school life and benefit from supportive relationships with older pupils through the school’s buddy system. Pupils enjoy learning and achieve well. They benefit from a well-sequenced curriculum and highly effective teaching. Pupils with special educational needs and/or disabilities (SEND) are fully included in school life. Staff understand their individual needs and provide appropriate, impactful support so that pupils with SEND can access learning alongside their peers.

p.5

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

Pupils relish the wide range of clubs, visits, residential experiences and enrichment opportunities available to them. They particularly value sport, outdoor learning, dance, creative activities and community events. Leadership roles through ‘Mini Vinnies’, eco warriors, wellbeing warriors and reading ambassadors give pupils meaningful opportunities to make a difference. They support others, contribute to their community, raise money for charity and care for the environment. These experiences nurture confidence, compassion and a secure sense of responsibility.

p.6

Next steps

Leaders should further refine assessment procedures across the wider curriculum to maximise the learning of all pupils.

p.6

About this inspection

This school is part of The Bishop Wilkinson Catholic Education 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), Lucie Stephenson, and overseen by a board of trustees, chaired by Eddie Dolphin.

p.6

About this inspection

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

p.6

About this inspection

The inspection took place on 9 and 10 September 2026.

p.6

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.

p.6

About this inspection

Inspectors spoke with the headteacher, the deputy headteacher, other leaders and school staff. In addition inspectors spoke with trustees and governors, as well as the CEO during the inspection. Inspectors also spoke with parents and carers and pupils. Inspectors considered the views of parents and carers to Ofsted Parent View, including the free-text comments. They also considered the responses to Ofsted's online staff questionnaire.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

This school is registered as having a Catholic religious character. It is in the Diocese of Hexham and Newcastle. Its last section 48 inspection was in March 2026.

p.6

About this inspection

The school currently does not use any alternative provision.

p.6

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.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 9 September 2026

p.7

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.

p.7

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.

p.7

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.9

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.

p.9

average

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

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2023/24 (final) 79% 74% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

2023/24 (final) 71% 72% Close to average

p.10

average

2022/23 (final) 75% 71% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

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.

p.10

mathematics

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

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.12

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.14

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.

p.14

national average

2024/25 (3 term) 4.5% 5.2% Close to average

p.14

Persistent absence

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

p.14

Exceptional

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

p.14

Strong standard

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

p.15

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.

p.15

Needs attention

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

p.15

Urgent improvement

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

p.15

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.

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15