School etc

St Michael's Church of England Voluntary Aided Middle School, Colehill

St Michael's Church of England Voluntary Aided Middle School, Colehill
Colehill Lane

phone: 01202 883433

headteacher: Mr P Nation


school holidays: via Dorset council

470 pupils aged 9—12y mixed gender
560 pupils capacity: 84% full

260 boys 55%


210 girls 45%


Last updated: June 19, 2014

Middle Deemed Secondary — Voluntary Aided School

Education phase
Middle Deemed Secondary
Religious character
Church of England
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 402411, Northing: 101096
GPS coordinates
Latitude: 50.809, Longitude: -1.9671
Accepting pupils
9—13 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 30, 2013
Diocese of Salisbury
Region › Const. › Ward
South West › Mid Dorset and North Poole › Colehill West
Urban > 10k - less sparse
Main specialism
Sports (Operational)
Free school meals %
Learning provider ref #

rooms to rent in Wimborne

Schools nearby

  1. 0.2 miles Beaucroft Foundation School BH212SS (155 pupils)
  2. 0.4 miles Dumpton School BH217AF (363 pupils)
  3. 0.7 miles Colehill First School BH212HL (151 pupils)
  4. 0.7 miles Grangewood Hall School BH211BZ
  5. 0.8 miles Hayeswood First School BH212HN (150 pupils)
  6. 0.8 miles St John's Church of England Voluntary Controlled First School, Wimborne BH211BX (157 pupils)
  7. 0.8 miles St Catherine's Catholic Primary School, Wimborne BH212HN (178 pupils)
  8. 0.8 miles St Catherine's Catholic Primary School, Wimborne BH212HN
  9. 0.9 miles Allenbourn Middle School BH211PL (629 pupils)
  10. 1.1 mile Wimborne First School BH211HQ (249 pupils)
  11. 1.5 mile Canford School BH213AD (635 pupils)
  12. 1.6 mile Queen Elizabeth's School BH214DT (1439 pupils)
  13. 1.7 mile Merley First School BH211SD (302 pupils)
  14. 1.9 mile Pamphill Voluntary Controlled Church of England First School BH214EE (72 pupils)
  15. 2.3 miles Hampreston Church of England Voluntary Aided First School BH217LX (148 pupils)
  16. 2.5 miles St James' Church of England Voluntary Controlled First School BH214JN (114 pupils)
  17. 2.8 miles Ferndown Upper School BH229EY (956 pupils)
  18. 3 miles Ferndown First School BH229FB (285 pupils)
  19. 3 miles Bearwood Primary and Nursery School BH119UN (216 pupils)
  20. 3 miles Lockyer's Middle School BH213HQ (463 pupils)
  21. 3 miles Ferndown Middle School BH229UP (552 pupils)
  22. 3.2 miles Corfe Hills School BH189BG
  23. 3.2 miles Broadstone Middle School BH188AE (561 pupils)
  24. 3.2 miles High Lea School BH215AA

List of schools in Wimborne

School report

St Michael's Church of

England Voluntary Aided Middle

School, Colehill

Colehill Lane, Colehill, Wimborne, BH21 7AB

Inspection dates 30–31 January 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Outstanding 1
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because:

The headteacher and other leaders, including
The attainment of pupils at the end of Year 6
All groups of pupils make good progress in
The quality of teaching is good. Teachers
governors, have high expectations of how
well pupils should achieve and develop their
personal skills.
and at the end of Year 8 is above the national
average. Attainment in mathematics is higher
than it is in English at the end of Year 8.
their learning and achieve well.
have strong subject knowledge and carefully
plan lessons to ensure that pupils make good
progress in their learning.
Relationships in the school are very positive.
Pupils are very well cared for. As a result, they
Pupils’ behaviour and attitudes to learning in
Checks on pupils’ progress and the quality of
Pupils enjoy school and welcome the range of
extra-curricular activities that are provided to
enrich their educational experience.
feel extremely safe and state that incidents of
bullying are very rare.
lessons are good.
teaching are carried out regularly. As a result,
the headteacher, senior staff and governors
know the school’s strengths and areas for
further development. Well-planned actions are
taken to address identified weaknesses.
Occasionally, teachers do not use information
In some lessons, teachers talk for too long
about what pupils can and cannot do to set
work that stretches all of them.
and do not provide enough opportunities for
pupils to be actively involved in their learning.
Written feedback to pupils does not
Not all subjects provide pupils with sufficient
consistently provide them with clear and
detailed information about how they could
improve their work.
opportunities to practise and develop their
writing skills.

Information about this inspection

  • Inspectors observed teaching and learning in 23 lessons, taught by 22 teachers, of which four
    were joint observations with members of staff.
  • Meetings were held with pupils, the Chair of the Governing Body and one other governor, school
    staff, including the headteacher, and senior and middle leaders. A meeting was also held with a
    self-evaluation partner employed by the local authority.
  • Inspectors took account of the 124 responses to the online questionnaire (Parent View) that
    were received by the end of the inspection.
  • Inspectors reviewed the 30 staff questionnaires returned during the inspection. Inspectors
    observed the school’s work, including pupils’ books, and looked at a range of documents,
    including the school’s evaluation of how well it is doing, its plan for improvement, records related
    to the behaviour and safety of pupils, attendance, and assessment data.

Inspection team

Peter Sanderson, Lead inspector Her Majesty’s Inspector
Emma Ing Her Majesty’s Inspector
David Wolfson Additional inspector

Full report

Information about this school

  • St Michael’s School is an average-sized middle school.
  • The school was awarded specialist status in sports and science in 2008, in conjunction with the
    upper school and other local feeder schools.
  • Nearly all pupils are of White British heritage. The proportion of pupils whose first language is
    not English is well below average.
  • The proportion of pupils identified with special educational needs and supported through school
    action is slightly above the national average.
  • The proportion of pupils supported at school action plus or with a statement of special
    educational needs is similar to the national average.
  • A number of higher-attaining pupils leave the school at the end of Year 7 to enter selective
  • The proportion of pupils eligible for additional government funding, known as the pupil premium,
    is well below the national average.
  • The school meets the current government floor standards, which set the minimum expectations
    for pupils’ attainment and progress by the end of Key Stage 2.
  • All pupils are educated on the school site. The school does not make use of any alternative
    educational provision.

What does the school need to do to improve further?

  • Ensure that teaching is consistently good and more often outstanding in order to further raise
    pupils’ attainment, particularly in English, by:
    making sure that all teachers use information about what pupils can and cannot do to set
    work that is suitably challenging for them
    making sure that all lessons contain interesting activities that actively involve pupils in learning
    giving pupils consistently high-quality feedback so they know how they can improve their
    work, and checking that they respond to this advice
    providing greater opportunities for staff to share the best teaching practice that exists in the
  • Further raise pupils’ attainment in writing, particularly for boys, by ensuring that all subjects
    provide pupils with opportunities to produce extended pieces of writing so that they can practise
    and develop their writing skills.

Inspection judgements

The achievement of pupils is good
  • The attainment of Year 5 pupils joining the school is above the national average. Attainment at
    the end of Year 8 is well above average in mathematics and above average in English.
  • The progress made by pupils between Year 5 and Year 8 is good. The progress of pupils is best
    in mathematics, followed by reading and then writing.
  • Boys and girls make similar progress in mathematics, although girls make better progress than
    boys in English, particularly in writing. However, school information on pupils’ current progress
    and lesson observations undertaken during this inspection indicate this gap is closing.
  • During the inspection, achievement in the large majority of lessons was good and in some
    lessons it was outstanding. Pupils work well together and willingly engage in the activities
    arranged for them by teachers.
  • Progress in reading is good. The library is well used by pupils who all have a reading book. Daily
    reading sessions during afternoon registration effectively encourage pupils’ enjoyment of
  • Disabled pupils and those with special educational needs make good progress. They are
    extremely well supported in lessons by teaching assistants, and effective one-to-one sessions
    outside of lessons aid their learning well.
  • The attainment of pupils eligible for the pupil premium at the end of Year 8 is below that of
    other pupils in the school. However, this gap is closing. The school makes effective use of the
    additional funding it receives for these pupils. For example, it is used to fund additional in- and
    out-of-class adult support for pupils’ academic and personal development. Some of the funding
    is also used to ensure that these pupils fully benefit from the wide range of extra-curricular
    opportunities, trips and visits offered by the school. All this ensures they receive an enriched
    educational experience and make good progress in their learning.
The quality of teaching is good
  • Teaching was good in the large majority of lessons observed during this inspection and some
    was outstanding. However, teaching in a small minority of lessons required improvement.
  • Classroom relationships are a strength of many lessons. Teachers manage pupils with quiet
    authority and are courteous and considerate. Pupils respond in kind, reacting well to their adult
    role models, demonstrating positive attitudes to learning.
  • Teachers have strong subject knowledge and in most cases plan lessons well providing a range
    of interesting activities. They focus well on learning objectives, often checking how well pupils
    are learning and modifying their teaching in response.
  • Teachers make effective use of pre-prepared digital presentations to help maintain a good pace
    to lessons, keep pupils engaged and effectively aid their learning.
  • In the best lessons information about the levels pupils are working at is used well to give them
    tasks that get the best from pupils, whatever their ability. For example, in an excellent Year 5
    mathematics lesson on coordinates and graph plotting, pupils were able to work on different
    tasks that were well matched to their ability, enabling them to make outstanding progress.
    However, this good practice is not consistent across the school and sometimes work is set that
    does not stretch all pupils.
  • In a few lessons, teachers spend too long explaining things rather than allowing pupils to
    become actively involved in tasks so that they can find things out for themselves.
  • Teachers are provided with helpful information regarding the learning needs of disabled pupils
    and those with special educational needs. These pupils receive extremely effective in-class
    support from teaching assistants helping them to make good progress.
  • Pupils know their targets and how well they are doing. The marking in books is generally good
    with some helpful specific comment on how pupils can improve their work. However, some
    marking is purely congratulatory with little or no advice given on how to improve, and there are
    too few instances of pupils acting on teachers’ guidance to make improvement to their work.
  • Communication, reading and mathematical skills are taught effectively across all subjects. For
    example, paired and group discussions were seen in a number of lessons along with many
    opportunities to practise and improve reading.
  • The school has had a recent focus on ensuring that all subjects provide pupils with opportunities
    to produce longer pieces of writing that enable them to practise and develop their writing skills.
    Good practice in this regard was observed in English and humanities but this was not the case
    across all subjects.
The behaviour and safety of pupils are good
  • Pupils enjoy coming to school and they behave with respect towards each other and the adults
    working with them. They are courteous, polite and welcoming to visitors. During break and
    lunchtimes there is a very calm atmosphere around the school site with pupils from different
    year groups mixing well with each other.
  • Pupils’ behaviour in lessons is good. At times it is outstanding, for example when pupils are
    given the opportunity to work practically or independently.
  • The very large majority of parents and carers responding on Parent View felt that behaviour was
    good in the school although a few did not. Pupils spoken to during the inspection were positive
    about behaviour in lessons. However, they did say that on a few occasions when lessons were
    less interesting their learning was disrupted, but only for a short period of time, by one or two
    pupils misbehaving.
  • Pupils are extremely well cared for and they say they feel very safe in school. As one pupil said,
    ‘There is always someone to help you.’ They talk knowledgeably about what might be unsafe
    situations and how to avoid or deal with them. They worked safely in practical sessions during
    this inspection.
  • Pupils spoken too said they knew what constituted bullying and the different kinds that may
    occur, such as cyber-bullying. They stated that bullying in the school was very rare and if it did
    occur then staff would deal with the situation well.
  • The school has strengthened its systems for ensuring the regular attendance of pupils since the
    previous inspection. As a result, attendance has steadily improved and is now above average.
  • Fixed-term exclusions from school are below the national average.
The leadership and management are good
  • The headteacher has high expectations of staff and pupils alike and sets a clear direction for the
    school. He is well supported by other senior leaders. Together they have secured a common
    sense of purpose among staff. For example, all staff returning the staff questionnaire stated they
    were proud to be a member of the school.
  • Targets set for pupils are challenging and good systems are in place to track the progress of
    pupils towards these targets. This enables the school to quickly identify any pupil who is
    underachieving. A broad range of intervention activities is in place to support these pupils and
    help them catch up.
  • Gaps in attainment between different groups of pupils are closing, reflecting the school’s
    commitment to equality of opportunity. Discrimination in any form is not tolerated.
  • Checks made on the quality of teaching and learning by senior leaders are regular and robust.
    Feedback to teachers identifies strengths and provides clear advice about how to improve their
    practice. However, middle leaders are not sufficiently involved in monitoring teaching and
    opportunities for staff to share the outstanding practice that exists in the school have not been
    fully exploited.
  • Performance management of teachers is used effectively to support teacher development and
    inform salary progression.
  • The headteacher and other leaders have an accurate view of the school’s strengths and areas in
    need of improvement. The school plan for improvement clearly addresses these areas.
  • The range of subjects and courses, known as the curriculum, offers wide-ranging experiences to
    all pupils. It meets pupils’ needs and enables them to achieve well. Pupils appreciate the many
    lunchtime and after-school clubs that offer a wide range of sporting, music and other cultural
    experiences. Numerous trips and visits also widen pupils’ horizons.
  • The close links with the local church underpin the strong spiritual aspect of the school’s work.
    The atmosphere of collaboration and friendship throughout the school is a strong testament to
    pupils’ outstanding spiritual, moral, social and cultural development.
  • The local authority provides a relatively light touch level of support for this good school. Visits by
    the self-evaluation partner are welcomed by the school and have been effective in helping
    identify key areas in need of improvement.
  • The governance of the school:
    Members of the governing body have a broad range of skills and experience that they use
    effectively for the benefit of the school. They ensure that they keep their knowledge of
    educational issues up to date through appropriate training. The governing body has a good
    understanding of the quality of teaching and the progress made by pupils in the school relative
    to all pupils nationally. As a result, governors are able to ask suitably challenging questions of
    the headteacher and senior staff. They keep a clear overview of the school’s performance
    management procedures, salary structures and how managers set targets for teachers. A
    finance sub-committee meets regularly and resources are efficiently used to promote learning.
    Governors are aware of the pupil premium funding and how it is being used to aid eligible
    pupils’ learning. The governing body ensures that the school fulfils its statutory responsibilities
    in relation to safeguarding

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 113891
Local authority Dorset
Inspection number 395498

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Middle deemed secondary
School category Voluntary aided
Age range of pupils 9–13
Gender of pupils Mixed
Number of pupils on the school roll 548
Appropriate authority The governing body
Chair Ed Bell
Headteacher Paul Nation
Date of previous school inspection 17 June 2009
Telephone number 01202 883433
Fax number 01202 840145
Email address reveal email: off…


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