Matching Green Church of England Voluntary Controlled Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at this small village school. They are welcoming to visitors and to each other. Pupils value the diversity that those who arrive from other countries bring to the school community.

Relationships between adults and pupils are caring and respectful. Pupils know the school values of kindness, endurance, thankfulness, friendship and forgiveness. They try hard to show these.

Bullying is not tolerated and occurs rarely. Pupils trust adults to resolve any issues that arise.

Pupils understand the school's rules.

Any pupils who struggle to meet adults' high expectations receive help to improve. Pupils aim high in lessons. They are motivated to a...chieve well.

Pupils enjoy the rewards they can earn for themselves and their class.

Trips, visitors and extra-curricular activities enhance pupils' experiences. Pupils enjoy visiting the 'friendly club', where they get to know some of the village's older residents.

They develop their talents through a range of after-school clubs, such as street dance, Spanish and various sports. Visitors such as firefighters, a rabbi and a guide dog for the blind enrich pupils' learning.

What does the school do well and what does it need to do better?

Leaders have designed an ambitious curriculum.

They are mindful of the challenges presented by mixed-age classes and ensure there is no repetition. Curriculum plans set out the knowledge and skills pupils will learn and the order in which they should learn them. This enables pupils to build their learning logically and gradually over time.

Teachers have strong subject knowledge. They deliver the curriculum confidently and explain new learning well. Their skilful questioning enables them to check pupils' understanding or take learning further.

Teachers use a range of assessment tools to identify any gaps in pupils' knowledge. These include quizzes, practical activities and 'double-page spreads' at the end of a topic.

Behaviour is positive throughout the school.

Pupils learn without disruption in the classroom and play harmoniously in the playground.

Leaders check to see how well the curriculum is working. They make changes to curriculum plans where appropriate.

However, leaders' checks are not sufficiently rigorous or systematic. Consequently, leaders are not clear enough about the curriculum strengths and weaknesses.

The early years curriculum ensures that children leave Reception with the important knowledge and skills they need.

For example, children plant hanging baskets and grow vegetables. They care for their guinea pigs and watch with great excitement as a butterfly emerges from its cocoon. These activities prepare children effectively for the science curriculum in key stage 1.

Leaders describe reading as the 'golden thread' that is woven through the school's curriculum. Teachers choose high-quality books to support learning in all subjects. Early reading is a priority.

As soon as children join Reception, they start to learn the sounds they need to become fluent readers. Adults identify pupils who need extra help and put this in place quickly. Occasionally, adults miss opportunities to reinforce pupils' knowledge of sounds.

Adults do not always model the sounds that letters make clearly or give pupils sufficient opportunities to practise the sounds they have been taught.

Reading lessons in key stage 2 do not always focus sharply enough on what specific reading knowledge pupils need to learn. Pupils who are ready to deepen their learning may not get the challenge they need.

There is a clear system for identifying pupils with special educational needs and/or disabilities (SEND). Leaders ensure that pupils' needs are met through adapted activities or additional adult support. This provision enables pupils with SEND to access the same curriculum as their peers and to achieve well.

Leaders are keen to offer pupils opportunities to develop beyond the academic. Older pupils can apply to be librarians. They set up displays and recommend books to younger pupils.

In each class, members of the school council are democratically elected by their peers. They organise fundraising events to pay for more bins in the school grounds. Recently appointed eco-warriors plan to reduce the school's carbon footprint.

Governors bring a range of skills and experience to their role. They visit regularly to ensure they understand the school's strengths and next steps well. Staff value the professional development opportunities they receive.

They appreciate leaders' efforts to reduce their workload and to look after their well-being. A small number of parents have a negative view of the school. However, most parents speak highly of their children's educational experience.

Many praise the school's nurturing approach and strong focus on values.

Safeguarding

The arrangements for safeguarding are effective.

Staff and governors are trained in safeguarding.

They receive regular updates to remind them of the risks to pupils' safety and welfare. Staff report any concerns they have. Leaders act on these promptly.

They liaise with external agencies for advice and support so that vulnerable pupils and families get the help they need.

The school carries out the necessary checks on adults who are recruited. This ensures that adults are safe to work with children.

Pupils learn about personal safety in lessons. They talk to adults if they have any worries about safety. They are knowledgeable about ways of staying safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders' checks do not always pick up the changes that are needed to ensure the curriculum is effective and all pupils' learning is secure. Leaders should make sure that their curriculum monitoring identifies clear strengths and weaknesses. This will support leaders to make the adjustments needed to improve the curriculum and maximise all pupils' progress.

• Pupils in the early stages of reading do not always receive the precise support they need to improve. Older pupils who are ready to deepen their learning are not always given the opportunities to move their learning on. Leaders should ensure that staff are trained to deliver a high-quality reading curriculum across the school that allows all pupils to reach their potential.

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