St Matthew’s CofE Primary School

Highlights from Latest Inspection

Outcome

St Matthew's CofE Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils enjoy their learning and are happy to come to school. They feel safe and are kept safe here.

Pupils care about one another and treat each other with kindness. They are polite and show respect to their teachers and their classmates.

Pupils benefit from high expectations of what they can do and achieve.

Pupils have positive attitudes to their learning. They find their lessons interesting. Pupils work hard and achieve well across the curriculum.

They follow the school's core values: 'aim hi...gh and fly high'.

The school is a calm and orderly place. Pupils behave well.

They respond well to the school's clear approach to behaviour. Pupils say that 'bullying is not tolerated in our community'. If it happens, they are confident that staff will take action to deal with it.

Pupils know that if they have concerns, staff are always available to talk to them.

Pupils engage with a wide range of experiences in their time at the school that develop their character. Parents and carers are overwhelmingly positive about the school.

One parent, typically, commented, 'My daughter could not be happier at this school. She is thriving, loves her teachers and the learning and has good friends. She is comfortable and confident.'



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

The school has developed an ambitious curriculum. This meets the requirements of the national curriculum. The school ensures that the knowledge it wants pupils to learn in subject curriculums has been logically sequenced.

This is done effectively for mixed-age classes. Mostly, this means pupils revisit and embed key concepts over time. For example, in geography, Year 2 pupils learn about the poles and how to use simple maps.

By Year 6, pupils apply their knowledge of both physical and human geography and climate change in their work. In art in Year 2, pupils learn how to mix colours and learn about different textures, and by Year 4, pupils apply these skills using charcoal and chalk to create artwork in the style of Degas. In mathematics from the early years to Year 6, pupils build their understanding of mathematical concepts logically and systematically.

However, on occasion, some older pupils do not have regular opportunities to practise and apply their knowledge. Sometimes, pupils are not as successful as they might be in mathematical reasoning and problem-solving work.

Mostly, the planned curriculums are well implemented.

For example, staff check pupils' learning regularly to identify any errors or misconceptions. However, in a few areas, teachers do not focus sharply on the key knowledge pupils need to learn. When this happens, pupils do less well.

Staff teach phonics effectively. Children in the early years and those at the early stages of reading develop the phonics knowledge and skills they need to read well. In English, carefully considered steps in learning enable pupils to develop their reading and comprehension skills.

Pupils quickly become fluent readers. Teachers identify pupils who may be falling behind in their reading. These pupils receive the extra support they need to catch up.

Books are available both inside and outside of classrooms for pupils to enjoy.

The school ensures that special educational needs and/or disabilities (SEND) are accurately identified. It seeks appropriate advice from external agencies to support pupils' specific needs.

Staff provide effective support for pupils with SEND in lessons to access the same curriculum as their peers. Pupils with SEND learn well.

Children in the early years have a positive start to their education.

They play well together and interact positively with staff. Staff provide many opportunities both inside and outside of the classroom for children to develop physically and socially. Routines are very well established.

Several parents expressed delight and confidence in their children's experiences in early years.

Behaviour is good. Pupils understand that some pupils need support with their behaviour due to their additional needs.

The school has effective systems for ensuring that pupils attend school regularly and on time. Consequently, most pupils attend well.

The programme for personal development is strong.

It broadens pupils' horizons and provides many opportunities to experience the world beyond Normanton-on-Trent, such as theatre trips and residential stays. Pupils understand equality, diversity and fundamental British values. They learn about world religions and people from different cultures.

Pupils know about the importance of good physical and mental health, as well as healthy relationships. The school develops pupils' talents and interests well, such as in archery, football, playing the ukelele and climbing.

Governors are fully informed about the school.

They hold leaders to account, but also support them to bring about improvements. Governors fulfil their statutory responsibilities well. Staff are proud to work at the school.

They say that leaders support their well-being and workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In mathematics, some pupils do not have regular opportunities to apply their mathematical reasoning skills in lessons.

Consequently, these pupils are not as confident as they need to be in their approach to problem solving in the subject. The school needs to ensure that pupils engage routinely in opportunities to practise mathematical reasoning so that they improve their problem-solving skills. ? In some foundation subjects, the planned curriculums are, on occasion, not well implemented.

Teaching does not sharply focus on the key knowledge pupils need to learn. Consequently, some pupils do not learn as well as they could. The school should ensure that teachers have the expertise to deliver the intended curriculum in all subjects so that pupils build the knowledge they need.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in June 2015.