St Michael’s Catholic Primary School, located in East Ham, London, has been recognized as a good school following its inspection on March 13 and 14, 2023. The school fosters a friendly and safe environment where pupils feel happy and secure. The leadership team is dedicated to ensuring that all students, including those with special educational needs and disabilities, have the opportunity to succeed. Pupils exhibit good behavior both in lessons and throughout the school, contributing to a calm and orderly atmosphere. They are encouraged to communicate with adults regarding any concerns, and staff are responsive to any issues, including bullying, which is addressed promptly.
The school provides high-quality care and identifies pupils needing additional emotional and well-being support effectively. Teachers promote understanding of diverse beliefs and cultures, fostering respect among pupils. The school community emphasizes inclusivity, with a strong message that everyone is welcome. Parents and carers generally express positive views about the school, appreciating the leadership and staff's commitment to their children's well-being and academic progress.
The leadership and governing body are focused on delivering a strong educational quality. Significant improvements have been made following a challenging period for the school. Leaders have a clear understanding of the school’s strengths and areas for improvement, establishing a well-structured and ambitious curriculum across most subjects. For instance, in mathematics, early years staff employ various strategies to help children grasp new concepts, and teachers ensure that pupils use appropriate mathematical vocabulary. In Year 6, pupils demonstrate confidence in solving complex algebraic equations.
Most subjects are sequenced effectively to build on prior learning. In geography, Year 1 pupils learn mapping skills, progressing to more complex topics like volcanoes and earthquake measurement by Year 3. However, some subjects still require more consistent implementation of curriculum plans. Reading is a priority, with well-trained staff delivering phonics lessons from the Reception Year. Children in early years enjoy engaging with stories, songs, and rhymes, while Year 1 pupils build on their phonics knowledge confidently. Most pupils read well, using phonics effectively, and those needing extra help receive timely support.
The school is attentive to the needs of pupils with special educational needs, making necessary adaptations to support their learning. However, there are instances where support for pupils with more complex needs could be improved. Staff maintain high expectations for behavior, establishing effective routines that promote consideration and politeness among pupils. This positive behavior extends to break times, where pupils play happily together.
Pupils benefit from a variety of guest speakers and visitors, enhancing their learning experiences. The leadership is working to expand extracurricular activities and visits. Staff enjoy a positive relationship with leaders, who are mindful of their workload and provide well-considered training opportunities. The governing body plays an active role in supporting and challenging the leadership team.
The school’s safeguarding arrangements are effective, with staff receiving up-to-date training to follow safeguarding procedures. Leaders take appropriate actions in response to concerns, collaborating with external agencies to support pupils and their families. Pupils are educated about safety, including online safety, through workshops and guest speakers.
To improve further, the school needs to ensure consistent implementation of the intended curriculum across all foundation subjects to prevent gaps in pupils’ knowledge. Additionally, more precise adaptations are required to support pupils with complex needs effectively. Providing additional training for teachers will help meet the specific needs of all pupils consistently.
