St Michael’s RC Primary School in Newcastle-upon-Tyne has been evaluated as a good school overall, with outstanding ratings in behaviour and attitudes, as well as personal development. The inspection took place on 21 and 22 September 2021, marking the school’s first routine inspection since the COVID-19 pandemic began. The school is characterized by a vibrant and inclusive environment where pupils thrive. Staff maintain high expectations for hard work, respect, and good behaviour, which pupils consistently meet. The exemplary behaviour of the students reflects their understanding of the importance of friendship and community, reinforced through lessons and assemblies focused on relationships.
Pupils feel valued and celebrated for their individual differences, describing the school as a family. Many take on responsibilities that foster their leadership skills and contribute positively to the local community. The school promotes regular attendance, and pupils express enjoyment in coming to school, developing into confident and resilient learners. Instances of bullying are reported as extremely rare, with pupils knowing how to identify and report any concerns. The school has effective systems in place, such as a ‘worry box’ in classrooms, to address any issues promptly.
The leadership team at St Michael’s is committed to ensuring that pupils excel academically. Subject leaders have a clear vision for the curriculum, identifying essential knowledge for pupils to learn across subjects. Leaders set ambitious goals in curriculum plans, and teachers are aware of the steps pupils need to take to achieve these goals. However, the use of assessment to inform day-to-day planning varies among teachers, leading to inconsistencies in how well tasks match pupils’ abilities. While leaders of English and mathematics demonstrate secure subject knowledge, some pupils occasionally find tasks either too easy or too difficult.
In geography, the curriculum is designed to build on pupils’ knowledge of their surroundings and expand to world geography. The school provides daily phonics sessions, helping pupils become confident readers. Leaders promote a love of reading through initiatives like ‘snuggle up with a book,’ which encourages family engagement in reading activities. Pupils with special educational needs and disabilities are identified early, and the school has invested in training staff to support these pupils effectively.
The early years provision is well-structured, with a focus on creating a communication-rich environment. Staff develop vocabulary through engaging activities, and the learning spaces are inviting and well-resourced. However, there is a noted delay in starting the curriculum for children transitioning from the school nursery, as teachers wait for all children to settle.
The school fosters an inclusive environment where pupils develop in various aspects of life, promoting values such as democracy, mutual respect, and individual liberty. Pupils exhibit maturity and self-control, maintaining positive relationships with peers and adults. Staff morale is high, with leaders ensuring that workloads are manageable. Governors play an active role in monitoring school improvement, and parents express strong support for the school.
The safeguarding arrangements are effective, with a designated safeguarding leader and a team that acts promptly on concerns. The school maintains thorough recruitment checks to ensure the safety of pupils. Overall, while St Michael’s RC Primary School demonstrates many strengths, particularly in its inclusive culture and commitment to pupil development, there is a need for improvement in the consistency of assessment practices to better tailor learning experiences to individual pupil needs.
