St Matthew’s Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils get off to an excellent start at St Matthew's Primary School. They respond well to teachers' high expectations of what they can achieve and settle quickly.

This means behaviour in class is calm and pupils can focus on learning.

Pupils enjoy a wide range of clubs and sports activities. They are enthusiastic about taking part in sports competitions and singing in the choir.

Pupils are extremely proud to represent their school.

Trips and activities broaden pupils' horizons and develop aspirations about places they may visit or what job they might do in the future. Pupils take responsibility seriously and like being a 'young leader' to prepare act...ivities at break times, or being part of the 'Eco Team'.

Pupils learn to be honest and respectful citizens in their school community. From very early on, pupils learn how to keep safe online and keep physically fit and healthy. Pupils with special educational needs and/or disabilities (SEND) benefit from time in The Meadow and take part in school life, as well as working well alongside their peers.

Pupils are happy at school. They know that adults will listen and support them. Parents speak highly of the support from staff at the school.

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

The school's curriculum is ambitious for all pupils. It sets out what children will learn from Reception to Year 6. Lessons are well structured, and teachers present information clearly so that pupils learn key information and find this enjoyable.

There is a sharp focus on vocabulary in all lessons because for many pupils English is not their first language. In some subjects, such as mathematics, pupils benefit from approaches that help them structure their thinking and recording. Teachers routinely check pupils' understanding of new concepts before moving on to the next topic.

Pupils can then use what they have learned in other areas of the curriculum, for instance in computing. This means pupils learn well. In some subjects, pupils do not revisit what they have learned across the year.

This means that they are less confident in remembering key knowledge once they have moved on to a new topic.

Pupils develop a real enjoyment for reading. They talk excitedly about books they read from the '100 Book Club Challenge'.

There is a clear structure and sequence to the teaching of phonics. This begins from children's second week of Reception. Pupils in the early stages of reading are supported consistently well.

They read books every day that are matched closely to the sounds that they know. This means that pupils become confident, fluent readers. Staff are quick to identify pupils who are less fluent readers or in the early stages of language development.

They establish the most appropriate help for pupils, providing a programme of additional support in The Beehive language base or extra reading sessions so that pupils catch up well.

The school is extremely ambitious for pupils with special educational needs and/or disabilities (SEND). Teachers make sure that work is adapted to meet pupils' individual needs so that they access learning with their peers.

The Meadow Class provides a calm haven for pupils, where teaching helps pupils catch up and make progress in line with their individual plans.

Children in Reception are warmly welcomed so that they settle quickly into school life and are keen to learn. Adults systematically teach children how to use the wide range of materials and equipment available so they very quickly become independent, confident and curious learners.

The development of children's communication and language skills is a priority. Adults help children to explore their ideas and thinking without putting limits on their learning. This means children learn new words and scientific facts in a meaningful way.

Children persevere at tasks that support their physical development. Children remember what they have learned well because they have time to practise what they have been taught. This prepares them well for Year 1.

The school's 'Happy Centred School' approach helps pupils develop resilience and learn how to cope with setbacks. All pupils learn to play a musical instrument. This develops character and broadens their talents.

Pupils confidently know the school's rules and talk clearly about caring for the school environment and each other. Pupils have less understanding of the benefit their activity has on the wider community or what more they could do to contribute to society beyond school.

The school has a positive culture of professional development so that all pupils are well supported to achieve their best.

Every effort is made to support pupils maximise their attendance at school and benefit from the wide range of clubs and trips available.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, pupils do not confidently remember the key knowledge that has been taught.

This uncertainty means that they will not be able to integrate learning into larger ideas as they progress through the curriculum. The school should ensure that pupils' understanding across all subjects is checked as rigorously as it is in mathematics and reading. The school should make certain that pupils have sufficient time to revisit and consistently integrate new knowledge into wider learning.

• Pupils understanding of how to make a tangible contribution to the wider community is limited. This means pupils' development of active citizenship to bring about positive changes in the wider community is less developed. The school should extend the meaningful opportunities that pupils have to be responsible active citizens and help them understand how their contributions can positively impact on society.