St Michael's Roman Catholic Primary School in Whitefield, Manchester, underwent an inspection on June 21 and 22, 2022, which resulted in an overall effectiveness rating of inadequate. The quality of education was also rated inadequate, while behavior and attitudes, as well as personal development, were deemed to require improvement. Leadership and management were rated inadequate, and early years provision was also found to be inadequate. This marked a significant decline from the previous inspection, which had rated the school as good.
Pupils' experiences at the school vary widely. While some pupils manage well and enjoy their time at school, many do not. The curriculum is described as weak, leading to poor achievement among pupils, particularly those with special educational needs and disabilities. Although most pupils exhibit polite behavior and have noted improvements in how bullying is addressed, there are still issues with harmful name-calling and a lack of respect for differences among peers. While many pupils feel safe, past incidents of poor behavior have left some feeling uneasy.
Staff are generally perceived as kind and caring, with most responding quickly to issues. However, some pupils feel that not all staff take their concerns seriously. Pupils engage in roles such as school councillors, learning about community contribution and the importance of health. Participation in sports clubs and choir activities is also noted.
The inspection revealed deep-rooted weaknesses in leadership, with leaders and governors failing to address significant shortcomings. The curriculum lacks ambition and coherence, with many subject leaders being new and lacking the necessary support and training. Teachers struggle to design effective learning experiences due to insufficient guidance and subject knowledge, resulting in pupils not learning essential content in a logical order. This is particularly detrimental for pupils needing the most support, including those with special educational needs.
In some subjects, curriculum planning is more advanced, but teachers still lack adequate guidance to implement these effectively. The early reading curriculum is inconsistent, with different teachers using various programs, leading to confusion among pupils. Many older pupils show a lack of interest in reading, and the early years curriculum does not provide sufficient opportunities for children to develop their understanding across all learning areas.
While most pupils behave well, some staff do not intervene promptly to address minor issues, leading to disruptions in lessons. Recent training for staff on managing behavior is beginning to show positive results, but it is still in its early stages. The needs of pupils with special educational needs are not being met adequately, resulting in behavioral issues and a high number of exclusions.
Pupils' understanding of the wider world is limited, with knowledge of different cultures and religions being insufficient. This lack of understanding can lead to harmful name-calling and hinders their readiness for life in modern Britain. Governance is ineffective, with leaders and governors having an overly positive view of the school, relying too heavily on end-of-key-stage results.
Despite some improvements in behavior and support for pupils with special educational needs, the capacity for further improvement remains fragile. Many parents express dissatisfaction with the school, and staff are concerned about the support they receive in managing behavior. The safeguarding arrangements are effective, with staff receiving regular training to recognize signs of risk and harm. Overall, the school must take urgent action to address its weaknesses and improve the educational experience for all pupils.
