St Michael's Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
674
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
unlock
UNLOCK

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
Sample Map Only
Very Likely
Likely
Less Likely

This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS
0121 303 1888

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(12/2/19)
Full Report - All Reports
72%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



Unlock the rest of the data now
  • See All Official School Data
  • View Catchment Area Maps
  • Access 2022 League Tables
  • Read Real Parent Reviews
  • Unlock 2022 Star Ratings
  • Easily Choose Your #1 School
£14.95
Per month


Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Somerville Road
Bournemouth
BH2 5LH
01202290497

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. St Michael’s is a happy, vibrant, culturally diverse and harmonious community. You provide strong and much-respected leadership. Senior leaders and middle leaders work effectively with a united passion to secure good teaching, learning and assessment across the school. As a team, all staff implement the school’s golden rule to help all the pupils with their widely different needs and backgrounds ‘to be the best they can be’. The school is highly valued by the local community. One parent wrote, ‘Children come from many parts of the world with many different backgrounds and this is celebrated, giving our children not only the chance to flourish, but preparing them for their futures.’ The school’s highly inclusive atmosphere is shown in all parts of the school. It is especially evident when staff closely and warmly support pupils new to the school. These pupils clearly feel welcomed and settle quickly into enjoyable, productive learning. The pupils are a delight, well mannered, confident and happy. They express pride in their school and demonstrated exemplary behaviour throughout the inspection. You proudly celebrate the 54 different languages spoken in the school. Pupils from all cultures benefit from a motivating curriculum. Topics such as ‘All About Me’ and ‘Trains, Planes and Automobiles’ promote the interest and curiosity of boys as well as girls. Governors make a strong contribution to the leadership of the school. They are highly skilled and well informed about all aspects of school life. Governors provide good levels of challenge. They support staff leaders in driving improvement, as seen in their support of your strategic decision to take over responsibility for managing the pre-school. Your thorough evaluation of pupils’ achievements, along with your accurate assessment of the quality of teaching, has led to the right priorities for improvement being identified. Staff morale is high. Staff feel empowered and encouraged to think and act proactively by adapting teaching and learning to more effectively meet pupils’ needs. This is evident in the strong pastoral and emotional support given to all pupils. Leaders at all levels share and develop their expertise. They have sustained strong outcomes in pupils’ writing and continue to deepen pupils’ mathematical understanding. Your drive to bring further improvement is seen in your current actions to enhance pupils’ progress in reading. Safeguarding is effective. The leadership team ensures that all safeguarding arrangements are fit for purpose. Leaders and staff work diligently together and have created a strong culture of safeguarding in the school. This is underpinned by the deep knowledge that all those who work in the school have of the complex and changing community they serve. Staff are well trained, understand school procedures and know how to respond to concerns about pupils’ care and welfare. Governors, along with staff, take their safeguarding duties very seriously. Together they undertake regular detailed health and safety checks to ensure that the school is a safe place to work and learn. Leaders monitor attendance effectively. They fulfil well-established procedures to check pupils’ absence and to support families when the need arises. This sustains a rate of attendance that matches that found nationally. When questioned, pupils said that they feel safe. They said that bullying does occur sometimes, but they do not worry because teachers deal with it quickly. Pupils know how to keep themselves and each other safe, for example how to text using esafety guidance. Parents and carers expressed the view that children are in strong, caring hands at school. Inspection findings The first line of enquiry considered the effectiveness of actions taken by leaders and teachers to improve pupils’ progress in reading across key stage 2. Your recent actions are bearing fruit, particularly, but not exclusively, with boys. You use interesting texts and topics to extend pupils’ vocabulary and enhance their ability to read. You have updated and widened the range of books available to the pupils. As a result, pupils have books that match their reading ability and which stimulate their interest. Adults hear pupils read frequently, which helps pupils develop confidence and fluency when reading. Teachers and other staff engage well in training and willingly share their expertise. Consequently, staff have a clear understanding of how to effectively develop skills such as inference and deduction when pupils are reading. Year 5 pupils supported pupils in Year 1 with their reading during the autumn term. This was notably successful in improving the Year 1 pupils’ progress. Similar tailored adult support for late-entry pupils who speak English as an additional language (EAL) is also extending their spoken vocabulary and word-recognition skills. Teachers and teaching assistants are skilled in the teaching of phonics. Pupils asked to read by an inspector read familiar and more complex words accurately. Currently, across the school, the increased interest in reading shown by boys is closing past gaps with girls. You work closely with parents, encouraging them to help children to read and learn at home. Standards are rising across the school, and you remain focused on helping more pupils to read at greater depth. The second line of enquiry examined how effectively leaders and teachers promote the achievement of pupils with different needs and abilities. You and your staff have a wealth of expertise in meeting pupils’ needs. Staff assess pupils’ starting points carefully and check their progress accurately. Observations of pupils’ learning in class and work in books show the positive way that pupils respond to teachers’ guidance and make good progress. Your detailed planning and rigorous checks make sure that additional funding for pupils with special educational needs and/or disabilities (SEND) and for disadvantaged pupils is spent effectively. This is typified by the swift identification and support of children’s needs in early years classes. Pupils with emotional and sensory needs are well supported. Your specialist support of EAL pupils is a notable strength of the school. Pupils show confidence and gain a passion for learning. They enjoy excellent relationships with their classmates. Your efforts to ensure that pupils achieve to their potential is seen at its best in the development of pupils’ writing. The proportions of pupils working at levels higher than those expected for their age across key stage 1 and 2 exceed those found nationally. This level of achievement is now seen equally in mathematics and increasingly in reading. Observations of reading and mathematics sessions, however, showed variation in the level of challenge in the work presented. On occasion, individual pupils had to wait to be moved on to harder work. A small number of pupils said that they would have liked to have been moved on to harder work earlier. This view was also expressed by some pupils in their questionnaire responses. My final line of enquiry considered how well leaders meet children’s different needs in the early years. You and leaders of early years, including the pre-school facilities, have identified the need to raise boys’ achievement. You are successfully adapting the curriculum to bring this about. Current topics such as ‘Super Heroes’ include an increased focus on developing children’s fine and gross motor skills. Children, particularly boys, benefit from a stimulating range of outdoor materials which inspire them to learn both physically and imaginatively. Children were completely engaged as they responded to the teachers’ and teaching assistants’ challenging questions during phonic sessions in the Reception classes. Teachers model language accurately, set high expectations and promote fun in learning. They point out the breadth of supportive words and phonic information displayed consistently in the classrooms. Early years staff work effectively with parents so that they can support their children’s learning at home. Boys in particular are showing an increased interest in learning. This is supporting the drive to help more children achieve high standards for their age on entry to Year 1. Next steps for the school Leaders and those responsible for governance should ensure that: pupils’ progress in reading in key stage 2 continues to improve so that it matches the progress they make in writing and mathematics teachers sustain the focus on providing appropriately high levels of challenge in the work they set for pupils, particularly for the most able, so that a greater proportion work at the higher standard. I am copying this letter to the chair of the governing body and the chief executive officer of Bournemouth Septenary Umbrella Trust, the director of education for the Diocese of Winchester, the regional schools commissioner and the director of children’s services for Bournemouth. This letter will be published on the Ofsted website. Yours sincerely Alexander Baxter Ofsted Inspector Information about the inspection During the inspection, my inspection colleague and I held meetings with you and other staff who have leadership responsibilities. I met with the members of the school’s governing body and the Bournemouth Septenary Umbrella Trust. Inspectors visited classrooms with you and the deputy headteacher and scrutinised samples of pupils’ work in books. We talked with individual pupils during visits to classrooms and observed them reading and checking their work. The team inspector heard selected pupils reading and talked to them about their reading at home and school. I checked a range of documents relating to safeguarding with you and your administrative staff. I also examined details of pupils’ attendance, pupils’ progress and the school’s self-evaluation and development plan. The team inspector spoke to several parents as they brought their children to school. Inspectors took account of 92 responses to the Ofsted online Parent View survey and 92 additional written comments from parents. The inspectors also took account of 30 responses to the staff survey and 114 responses to the pupils’ survey.

St Michael's Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 67% Agree 29% Disagree 3% Strongly Disagree 1% Don't Know 0% {"strongly_agree"=>67, "agree"=>29, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>0} Figures based on 98 responses up to 28-06-2019
unlock

Figures based on 98 responses up to 28-06-2019

unlock

Figures based on 98 responses up to 28-06-2019

unlock

Figures based on 98 responses up to 28-06-2019

unlock

Figures based on 98 responses up to 28-06-2019

unlock

Figures based on 98 responses up to 28-06-2019

unlock

Figures based on 98 responses up to 28-06-2019

unlock

Figures based on 98 responses up to 28-06-2019

unlock

Figures based on 98 responses up to 28-06-2019

unlock

Figures based on 98 responses up to 28-06-2019

unlock

Figures based on 98 responses up to 28-06-2019

unlock

Figures based on 98 responses up to 28-06-2019

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
  • Do explain who you are and your relationship to the school e.g. ‘I am a parent…’
  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
We respect your privacy and never share your email address with the reviewed school or any third parties. Please see our T&Cs and Privacy Policy for details of how we treat registered emails with TLC.


News, Photos and Open Days from St Michael's Church of England Primary School

We are waiting for this school to upload information. Represent this school?
Register your details to add open days, photos and news.

Do you represent
St Michael's Church of England Primary School?

Register to add photos, news and download your Certificate of Excellence 2021/22

*Official school administrator email addresses

(eg [email protected]). Details will be verified.

Questions? Email [email protected]

We're here to help your school to add information for parents.

Thank you for registering your details

A member of the School Guide team will verify your details within 2 working days and provide further detailed instructions for setting up your School Noticeboard.

For any questions please email [email protected]