Hoole St Michael CofE Primary School

What Ofsted said

From the inspection on 20 January 2026

Since the previous inspection, leaders have not sufficiently ensured that all pupils receive a consistently high-quality education across the full breadth of the curriculum. While pupils regularly attain the expected standard in national end of key stage assessments, they do not achieve as well in other subjects, and some do not reach their full potential. This is primarily due to inconsistencies in how subjects are designed and delivered, including in the early years. It is also sometimes because pupils do not receive the precise support and adaptations that they need, particularly those with special educational needs and/or disabilities. Pupils attend well, are safe, happy and feel cared for in this nurturing school environment. They benefit from loving relationships with staff and appreciate the school’s warm, supportive atmosphere. Pupils get along well. They are kind to each other, and it is very rare for them to experience any forms of bullying or unkindness. They behave and conduct themselves sensibly throughout the school day. Pupils contribute meaningfully to the wider life of the school, taking on leadership responsibilities, such as being ‘guardian angels’ to those in the early years, which helps children settle into school routines. Pupils particularly enjoy the range of broader experiences available to them beyond the academic curriculum, such as gardening, choir and sporting competitions, which enrich their school experience. They develop a respectful and tolerant attitude towards others. However, the curriculum that they experience does not sufficiently develop their overall understanding of different cultures, beliefs, and fundamental British values. This means that their broader preparation for life in modern Britain is less secure.

What the school should improve

• Leaders should ensure that all curriculums, including in the early years, are suitably well designed and delivered, and adapted where required to suit mixed-age classes and pupils’ individual needs and capabilities. • Leaders should ensure that staff use assessment strategies consistently well to identify and address gaps in pupils' knowledge across the full breadth of the curriculum. • Leaders should ensure that support and adaptations for pupils with special educational needs and/or disabilities and those who are disadvantaged are consistently effective so that these pupils can make suitable progress from their own starting points. • Leaders should ensure that pupils are able to develop a secure understanding of different cultures, beliefs, and fundamental British values. • Governors should improve their oversight of the school’s work to provide a more rigorous level of challenge to leaders regarding the quality of education and the use of the pupil premium strategy. • Leaders should ensure that subject leaders have the necessary expertise and opportunities to evaluate their areas of responsibility well and help to drive the necessary improvements in curriculum design and delivery.

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