St Michael's CofE Primary School
Catchment Area, Reviews and Key Information

School Guide Rating

Brigadier Hill
3 - 11
Voluntary aided school
4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have established an ethos in which all staff value and celebrate the unique achievements of every pupil. As one pupil put it, ‘Staff will do anything they can to help us be the best we can be.’ This is enabling pupils to flourish in their personal development. Together with the deputy headteacher, you are rigorous in your evaluation of the school’s effectiveness. Your plans for improvement identify accurately which aspects of the school’s work could be even better. Leaders and staff are clear about what they need to do to strengthen the quality of teaching and pupils’ outcomes. For example, effective phonics teaching has ensured that pupils’ attainment in the Year 1 phonics check has improved substantially since the previous inspection. In 2016, it was above the national average. Leaders know individual pupils well and have high aspirations. You and your deputy monitor carefully whether pupils are developing the skills and knowledge expected for their age. However, leaders do not always check if their actions are reducing differences in how well different cohorts or groups of pupils achieve. Leaders recognise that there is still much work to do to ensure that disadvantaged pupils and other more vulnerable groups make better, more rapid progress than currently. This is reflected in the school’s current plans for improvement. You have successfully addressed the area for improvement identified at the previous inspection. In 2016, the proportion of pupils who achieved the expected standard in the key stage 1 and key stage 2 mathematics assessments was above the national average. This is because pupils practise their calculation skills regularly. Teachers also provide pupils with clear explanations and well-chosen resources to help them develop a secure understanding of the methods they use. Leaders have identified that pupils’ outcomes could be even better if the mathematics curriculum gave greater emphasis to problem-solving skills. The school’s plans for improvement give this high priority. However, leaders’ actions have yet to have a clear impact on improving outcomes for the current pupils in key stage 1 and for disadvantaged pupils. School assessment information showed that a large proportion of these pupils are not developing their mathematical skills and understanding at the rate leaders expect. Safeguarding is effective. The leadership team ensure that all safeguarding arrangements meet statutory requirements and are fit for purpose. Leaders also ensure that recruitment procedures are rigorous. All staff have undergone appropriate checks to ensure that they are suitable to work in the school. They receive regular training so they are clear about their role in keeping pupils safe. This includes their duty to report pupils at risk of radicalisation or female genital mutilation. Records show that staff are vigilant and report concerns promptly. Leaders make sure that these records are detailed and of high quality. As a result, they have a comprehensive understanding of the needs of pupils who may be vulnerable and are quick to provide additional help. This includes drawing on support from external agencies, including the local authority’s ‘Early Help’ service. Governors regularly check the school’s work to promote pupils’ welfare. For example, they seek pupils’ views on safety and behaviour, and conduct in-depth reviews of safeguarding arrangements. This ensures that procedures are continuously strengthened. Pupils told me they feel safe in school and that adults help them resolve any issues quickly. They understand the different systems the school uses to help them feel well cared for. For example, pupils explained how they could use a ‘worry box’ to let adults know if they felt upset. Pupils are taught ways to keep themselves safe, including when they use the internet. The majority of the parents who responded to Parent View, Ofsted’s online survey, agree that their child is happy and well looked after in school. Pupils told me everyone gets along well together, their behaviour is sensible and that there is no bullying. Responses to Parent View indicate that the majority of parents think the school deals with bullying effectively.

St Michael's CofE Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


The concentration of pupils shows likelihood of admission based on distance criteria

(020) 8379 5501.

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 areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

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.

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