St Michael’s CofE Primary School in Bodenham, Hereford, has been recognized as a good school following its inspection on June 12, 2024. The leadership team comprises Michele Lewis as the executive headteacher and Alison Chambers as the head of school. The school operates under the Diocese of Hereford Multi-Academy Trust, which involves shared governance and oversight by a board of trustees led by Will Finn. The school’s ethos, encapsulated in the phrase “Growing and learning together,” fosters a strong sense of community among pupils and staff. Students express satisfaction with the support they receive and enjoy their learning experiences, contributing to a culture of well-being and safety.
The atmosphere within the school is purposeful, with pupils demonstrating focus and a desire to learn. Teachers maintain calm interactions with students, helping them regain concentration when needed. During social times, pupils engage with one another in an orderly manner, and they know whom to approach for support regarding any concerns. The school prioritizes personal development, offering opportunities for pupils to learn about health and well-being while also developing leadership skills. Year 6 students take on various responsibilities, including roles as online safety ambassadors and buddies for younger pupils. The school also promotes extracurricular activities, with many students participating in music and sports clubs, including a successful girls' cricket team.
Since the last inspection, significant staffing changes have been made, including the appointment of a new executive headteacher and head of school. These changes have led to raised expectations regarding learning, behavior, and attendance. Positive relationships among staff, pupils, and parents contribute to a supportive environment that fosters confidence and happiness. The school has effectively identified key areas for pupil success, particularly in reading, phonics, and mathematics. Teachers present new material clearly and use effective questioning to ensure pupils understand and retain prior learning. All pupils, including those with special educational needs and disabilities, engage with the ambitious curriculum, which has led to improved outcomes over time.
However, some aspects of the curriculum require further development. In mixed-age classes, the specific skills and knowledge expected for each year group are not as clearly defined as they could be. In the early years, children receive a positive start, with well-matched activities that support their communication and independence. The school quickly identifies pupils with special educational needs, providing teachers with the necessary information to adapt their teaching effectively.
Reading is a priority, with pupils learning phonics and blending sounds into words. Additional support is provided through targeted interventions, ensuring all pupils have access to a diverse range of reading materials. The school promotes excellent self-control and positive attitudes toward learning, fostering respectful relationships among staff and pupils. High attendance rates are supported by robust systems to help absent pupils reintegrate and catch up on missed work.
The well-being of pupils is central to the school’s vision, with a well-planned personal, social, health, and economic curriculum. Pupils learn about online safety and positive relationships, and educational visits enhance their learning experiences. Leaders, including those responsible for governance, have a thorough understanding of the school’s context and effectively review and develop all aspects of the institution. The safeguarding arrangements are effective, ensuring a safe environment for all pupils. Overall, while the school has made significant progress, further refinement of the curriculum is needed to ensure that all pupils receive the precise skills and knowledge required for their development.
