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

Primary
PUPILS
419
AGES
5 - 11
GENDER
Mixed
TYPE
Voluntary controlled school
SCHOOL GUIDE RATING
Not Rated

This school was closed.

Can I Get My Child Into This School?

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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, ONS
01785 278593

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(26/09/2017)
Full Report - All Reports
79%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Cherry Orchard
Lichfield
WS14 9AN
01543227425

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Leaders’ effective action means that previous weaknesses have now shown improvement. For example, the number of pupils who completed the phonics screening check (letters and the sounds they represent) is now high. You have a clear vision for how you would like your school to be. Your drive to ensure that pupils develop a ‘can do’ attitude is evident in the classrooms. The consistent approach that you call the ‘St Michael’s way’ is helping your pupils to think and work hard. The relationships between staff and pupils is good. This gives pupils confidence, so that if they make a mistake they know they will learn from their errors. Pupils are happy here and many parents agree. The curriculum is a strength of the school. There is breadth and balance to the subjects taught in class and the extracurricular opportunities that you have designed engage pupils in purposeful activity. This helps pupils to be excited about their learning. Enrichment activities are appreciated by pupils and parents. The take-up of extra-curricular sport has risen considerably. The extra monies received to fund sport has been effectively used. We agree that leaders need to develop a manageable assessment system to identify attainment and achievement across the non-core subjects. Records kept by the school show that incidents of poor behaviour are low. Adults provide good support for those who need extra help. The ethos of your school is strong and this helps pupils to make the right choices. Pupils are involved in thinking about personal qualities that are important to them. This further supports the good attitudes, values and behaviours demonstrated around school. In the early years foundation stage, leaders have also worked hard to make an inspiring curriculum for children. By using the school grounds, local community and a range of educational trips you have tried to make learning ‘real’. Taking the children to a farm where large machinery was available provided an exciting stimulus. These ‘real-life’ experiences are aiding the children in making good progress. Boys do particularly well and this is helping them to be ready for the move into Year 1. Since the previous inspection, leaders have developed an agreed core skills list for each year group to teach pupils to write. These are used by both teachers and pupils to assess how well they are meeting the objectives for their year group. These lists are effective and help your pupils to make good progress. However, the lists do not help staff understand what the most able writers need to be able to do, so some pupils do not meet the highest standards. Leaders know which pupils need to catch up. This is helping teachers to target specific support for individuals. The tracking of the progress that these pupils make is effective. As a result, you know which intervention is the best. More frequent checks on the delivery of catch-up programmes would help evaluate their effectiveness. This would support pupils in making more rapid progress. Governors commit to improving the school. The time that governors spend working with leaders means that they understand the school. Records of the work of governors show good examples of where leaders are challenged and held to account. Therefore, the school’s self-evaluation is accurate. Action plans contain detailed measurable targets. The targets focus on pupils attaining well. A greater focus on the progress of pupils over time would help ensure that more pupils maintain and meet the highest standard. Safeguarding is effective. Through a collaboration with a teaching school, the governors have ensured that the training for staff is kept current and fit for purpose. Staff are fully aware of the statutory guidance on how to keep children safe. They have begun to think more carefully about the specific needs of St Michael’s and its community. One example is where the school knows that there is a mismatch between the actual behaviours of pupils online compared to the pupils’ well-developed knowledge of exactly how to keep themselves safe. As a result, leaders have ensured that online safety forms a focus of every year group’s curriculum. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Records are detailed and of high quality. Staff reflection logs are completed following training on essential safeguarding policies. These logs help leaders to target more training and support for those who would benefit from it. Samples of case files show that the school has taken action to keep pupils safe.

St Michael's CofE (C) Primary School Parent Reviews



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