St Michael's Church of England Voluntary Aided Middle School, Colehill
phone: 01202 883433
headteacher: Mr P Nation
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 #
- 0.2 miles Beaucroft Foundation School BH212SS (155 pupils)
- 0.4 miles Dumpton School BH217AF (363 pupils)
- 0.7 miles Colehill First School BH212HL (151 pupils)
- 0.7 miles Grangewood Hall School BH211BZ
- 0.8 miles Hayeswood First School BH212HN (150 pupils)
- 0.8 miles St John's Church of England Voluntary Controlled First School, Wimborne BH211BX (157 pupils)
- 0.8 miles St Catherine's Catholic Primary School, Wimborne BH212HN (178 pupils)
- 0.8 miles St Catherine's Catholic Primary School, Wimborne BH212HN
- 0.9 miles Allenbourn Middle School BH211PL (629 pupils)
- 1.1 mile Wimborne First School BH211HQ (249 pupils)
- 1.5 mile Canford School BH213AD (635 pupils)
- 1.6 mile Queen Elizabeth's School BH214DT (1439 pupils)
- 1.7 mile Merley First School BH211SD (302 pupils)
- 1.9 mile Pamphill Voluntary Controlled Church of England First School BH214EE (72 pupils)
- 2.3 miles Hampreston Church of England Voluntary Aided First School BH217LX (148 pupils)
- 2.5 miles St James' Church of England Voluntary Controlled First School BH214JN (114 pupils)
- 2.8 miles Ferndown Upper School BH229EY (956 pupils)
- 3 miles Ferndown First School BH229FB (285 pupils)
- 3 miles Bearwood Primary and Nursery School BH119UN (216 pupils)
- 3 miles Lockyer's Middle School BH213HQ (463 pupils)
- 3 miles Ferndown Middle School BH229UP (552 pupils)
- 3.2 miles Corfe Hills School BH189BG
- 3.2 miles Broadstone Middle School BH188AE (561 pupils)
- 3.2 miles High Lea School BH215AA
St Michael's Church of
England Voluntary Aided Middle
Colehill Lane, Colehill, Wimborne, BH21 7AB
|Inspection dates||30–31 January 2013|
|Overall effectiveness||This inspection:||Good||2|
|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
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
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.
|Peter Sanderson, Lead inspector||Her Majesty’s Inspector|
|Emma Ing||Her Majesty’s Inspector|
|David Wolfson||Additional inspector|
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
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.
|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 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
- 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
- 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 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.
|Unique reference number||113891|
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|
|Date of previous school inspection||17 June 2009|
|Telephone number||01202 883433|
|Fax number||01202 840145|