St Michael's Catholic Primary School, Houghton

What Ofsted said

From the inspection on 23 June 2026

Pupils flourish at this happy and purposeful school. They know staff set high expectations and they are determined to meet them. In lessons, pupils learn ambitious subject-specific vocabulary. This helps them feel confident as tasks become more complex. Pupils are inquisitive. They ask questions and are eager to improve their work. Children in the early years show impressive knowledge and skills. Their embedded recall of number facts and phonics sets them up well for future success. As a result of this high-quality education, pupils across the school, including those with special educational needs and/or disabilities or who face other barriers to learning, achieve highly. Their outcomes in external tests are typically above national averages over time. Pupils are extremely well prepared for their next steps in education. Pupils’ behaviour and attitudes to learning are striking. They show empathy for their peers, respect for difference and an enthusiasm for learning. From the early years onwards, pupils build positive relationships with adults. This helps pupils feel safe and secure at school. They know who to turn to if they need help. If behaviour falls short of the school’s high expectations, pupils know they will be treated with consistency and fairness. They respect the school’s approach to reconciliation, recognising that it helps them reflect on what has gone wrong. Pupils enjoy opportunities to contribute to their wider community and develop as thoughtful citizens. This helps them promote the school’s values. For example, every year group has a designated charity. These charities have clear links to the community. Pupils appreciate learning about the charity, raising money and making a difference beyond the school gates. Pupils experience a broad range of extra-curricular activities. For example, pupils enjoy attending crochet and knitting club, one of the many ways they can discover new talents and interests.

What the school should improve

• Leaders should continue to strengthen provision for pupils with special educational needs and/or disabilities. This should include developing targeted support for social, emotional and mental health barriers as well as working in partnership with families.
• Leaders should ensure that the taught personal development curriculum enables pupils to develop secure and detailed knowledge over time and that the wider personal development offer is structured so that all pupils benefit fully from it.

Read the full Ofsted report (opens in a new tab)