St Matthew’s CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and kept safe at St Matthew's. They enjoy warm and trusting relationships with each other and the adults who know them well.

This is a small school where pupils benefit from a strong sense of community underpinned by an embedded Christian ethos and values. For example, pupils participate in a daily collective act of worship, and a weekly singing assembly, which brings the school community together.

Pupils play well together at lunchtime and breaktime, and positive behaviour in lessons ensures learning is not disrupted.

Pupils understand the rewards and consequences systems in place and consider them to be fair and right. Pupils feel comfortab...le to express their opinions and to take appropriate risks. Pupils are expected to work hard and contribute to lessons.

They produce work of good quality that shows they are keen to do well.

Key events are celebrated, including World Book Day, 'Storytelling Picnic' and culture days. Older pupils attend residential visits to support their independence and transition to secondary school.

Pupils make a positive contribution to their community through raising money for local charities.

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

The curriculum is ambitious and covers the scope and breadth of what is expected nationally. In some subjects, what pupils should learn, and when, has been carefully considered.

In these instances, pupils embed important ideas that help them to tackle more complex concepts later. For example, in science, pupils observe the effect differing amounts of light and water have on how well plants grow. This supports older pupils to understand the processes of pollination, fertilisation, seed dispersal and germination.

However, in some subjects, the important knowledge, vocabulary and skills leaders expect pupils to learn have not been as clearly identified. In these subjects, pupils do not develop as deep an understanding of the core ideas they will need for future learning. Newly appointed subject leaders recognise this, and have started work to refine the curriculum.

Leaders are ambitious for pupils with special educational needs and/or disabilities. Teachers are skilled at adapting tasks and activities so that pupils access the same curriculum as their peers where possible. Teachers typically have good subject knowledge.

They regularly check that pupils understand what they have learned and correct any errors or misconceptions swiftly.

Leaders have focused on developing pupils' spoken language. From early years onwards, pupils express themselves well, using appropriate language and subject-specific vocabulary.

For example, when describing their artwork, pupils use words such as 'layering', 'wash' and 'vibrancy' to explain the watercolour techniques they have used. Leaders have ensured that reading is prioritised. Staff have been well trained to implement the new phonics programme with consistency and precision.

Leaders regularly check pupils' reading. Anyone falling behind is quickly identified, and effective interventions are used to help them catch up.

Leaders have high expectations of pupils' behaviour.

They praise pupils when they make good choices. Pupils are polite and kind. They interact well with each other and adults.

They listen to instructions and do their best in lessons.

Christian values permeate through the school. Regular links with the local parish support pupils to understand local community.

Pupils respect and celebrate other religions. They are taught to challenge discrimination and prejudicial language. The curriculum is enriched through visits into the community.

Pupils participate in additional activities that enable them to develop their talents and interests, in areas such as gardening, crafts and sports.

Leaders, including those responsible for governance, have supported staff well through recent changes. Staff enjoy working at the school and feel leaders are considerate of their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured there is a strong culture of safeguarding. Staff receive regular training and updates.

They know pupils and their families well so are alert to any changes that might indicate a risk to a pupil's welfare. Any such concerns are reported immediately. Leaders respond and act appropriately.

They have built effective partnerships with external agencies to provide support for pupils and families in need of help.

Pupils are taught how to stay safe online and how to maintain their physical and mental health, as well as how to understand what constitutes safe and respectful relationships.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the important component knowledge pupils need to learn and remember has not been precisely identified.

In these subjects, pupils do not consistently secure the depth of understanding needed to be fully prepared for more complex learning later. Leaders should ensure they identify what they expect pupils to learn and remember in each subject. This will better support teachers and newly appointed subject leaders to focus on introducing and embedding the most important ideas with confidence and consistency.