St Michael’s CofE Primary School A GSG School
- St Michael’s CofE Primary School
North Road
London
N6 4BG - Head: Mrs Geraldine Gallagher
- T 020 8340 7441
- F 020 8340 9452
- E admin@stmichaelsn6.com
- W www.stmichaelsn6.com
- A state school for boys and girls aged from 3 to 11.
- Boarding: No
- Local authority: Haringey
- Pupils: 428
- Religion: Church of England
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- Early years provision Outstanding 1
- Outcomes for children and learners Outstanding 1
- Quality of teaching, learning and assessment Outstanding 1
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 21st June 2023
- Previous Ofsted grade: Good on 5th March 2015
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
One of north London's most sought-after primary schools, St Michael's has high academic standards. A dedicated teacher/parent partnership ensures that even the least engaged child will derive something because of the constantly stimulating and original methods of teaching. This year saw a camper van book bus parked in the grounds to encourage pupils to go in and read during break times (a cool spin on the old mobile library). Other stimulating learning tools include a…
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What The Good Schools Guide says
Executive head
Since 2013, Geraldine Gallagher (40s), BEd Liverpool University. Was NQT in a ‘semi-rural’ primary school with a mixed catchment, then went inner city to work in a primary school in Hackney, an experience she called ‘very good although challenging at times’. She left after a year to teach at St John Evangelist School in Islington where she worked her way up to becoming deputy head. Sixteen years later she was ready to embrace the demands of becoming a head and saw the post advertised for St Michael’s CofE: ‘I grew up in Islington so had heard of the school and it had always had a pretty good reputation, so decided to go for it.’
Focused, ‘I’ve wanted to be a teacher since I was 14’, grounded, and knows the score....
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Overall school performance (for comparison or review only)
Entry/Exit
Special Education Needs
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | |
| Aspergers | |
| Attention Deficit Hyperactivity Disorders | |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | |
| Dysgraphia | |
| Dyslexia | |
| Dyspraxia | |
| English as an additional language (EAL) | Y |
| Genetic | |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | |
| HI - Hearing Impairment | |
| Hospital School | |
| Mental health | |
| MLD - Moderate Learning Difficulty | |
| MSI - Multi-Sensory Impairment | |
| Natspec Specialist Colleges | |
| OTH - Other Difficulty/Disability | |
| Other SpLD - Specific Learning Difficulty | |
| PD - Physical Disability | |
| PMLD - Profound and Multiple Learning Difficulty | |
| SEMH - Social, Emotional and Mental Health | |
| SLCN - Speech, Language and Communication | |
| SLD - Severe Learning Difficulty | |
| Special facilities for Visually Impaired | |
| SpLD - Specific Learning Difficulty | |
| VI - Visual Impairment |
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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