St Michael's CofE (A) First School

What Ofsted said

From the inspection on 3 February 2026

Pupils enjoy their time at St Michael’s First School and feel proud to be part of its community. They speak warmly about their teachers and feel safe and well cared for. Pupils exemplify the school values of service, joyfulness, kindness, respect, courage and perseverance in their daily interactions. Children in the early years make a secure start and settle into school routines quickly. As they move through Nursery and into Reception, they grow in confidence and independence. Children learn well overall because activities usually support their developmental needs. Pupils in Years 1 to 4 make steady progress, particularly in reading and mathematics. Their writing is improving, and pupils are beginning to write with greater accuracy. By the time they leave, most pupils are generally well prepared for the next stage of their education. Leaders and staff know the pupils well. They make sure that disadvantaged pupils, those who may face additional challenges and those with special educational needs and/or disabilities take part in all aspects of school life. Pupils treat others with kindness and typically concentrate well in lessons. They talk enthusiastically about their learning. Around the site, pupils behave sensibly and enjoy playing cooperatively with their friends. Bullying is rare and staff respond quickly if concerns are raised. Attendance is high. A varied range of clubs, such as 'Tech Tigers' and multi-skills, help pupils discover new interests and broaden their experiences. Opportunities such as singing at the Victorian markets and taking part in local dance festivals build pupils' confidence and appreciation of the arts. Participation in cultural events helps pupils learn about life in modern Britain. Parents and carers can nominate their children for ‘value awards’, celebrating contributions such as organising a litter pick or helping to secure a recycling bin for the local park. These activities help pupils recognise their role as active, positive members of their community.

What the school should improve

• Leaders should refine their checks on the wider curriculum so they focus more closely on how well pupils are learning key concepts. They should then use this information to help teachers to deepen pupils’ understanding.
• Leaders should continue to develop early years practice so that adults make the most of opportunities to build children’s vocabulary and plan activities that more closely match children’s starting points, so that all children stay focused and learn as well as they can.
• Leaders should continue to strengthen the teaching of writing so that younger pupils secure key skills, such as sentence construction and handwriting, earlier in their learning.

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