Mattersey Primary School

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About Mattersey Primary School

Name Mattersey Primary School
Ofsted Inspections
Headteacher Mrs Lucy Wilson
Address Thorpe Road, Mattersey, Doncaster, DN10 5ED
Phone Number 01777817265
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 36
Local Authority Nottinghamshire
Highlights from Latest Inspection


There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. The next inspection will therefore be a graded inspection.

What is it like to attend this school?

Pupils are proud of their school. They are polite and respectful. They enjoy learning.

Staff know the pupils and their families well. They provide appropriate learning activities in both of the mixed-age classes. Parents are positive about the school, a typical comment being: 'Staff all go above and beyond for anything you ne...ed and support your children any way they can.'

Leaders are ambitious for pupils. The 'Mattersey Matters' values of respect, independence, confidence, kindness, resilience, honesty, teamwork, perseverance, curiosity and enthusiasm reflect this. Pupils understand these values and recognise their importance.

Behaviour is good. Pupils who need help following the school rules are supported well. Pupils say they feel safe.

Bullying is rare, and staff sort it out quickly when it happens. Pupils know who to speak to if they have a concern.

In some subjects, leaders have not considered well enough the knowledge they want pupils to learn and when.

Pupils participate enthusiastically in a range of enrichment activities offered, such as trips to museums and the theatre, residential visits and science and sports activities with other schools. They value being a member of the school leadership team. A common view held by pupils was, 'I think the school is perfect.'

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

Leaders have developed a broad and ambitious curriculum. In most subjects, staff have sequenced pupils' learning in a logical order. In geography, leaders have considered what pupils need to know and when.

In religious education, the subject content and the sequence of learning is clear. However, in some subjects, leaders have not thought carefully enough about exactly what pupils should learn. In mathematics, the knowledge that pupils are expected to know lacks clarity.

In art and design, details of what pupils need to learn and how are not clear. In these cases, pupils' learning is not as precise as it should be.

Senior leaders have reviewed the curriculum.

They have an accurate view of the school's strengths. They know what still needs to improve. They are working on some subjects that are not as well developed as others.

Leaders have recently introduced a new approach to the teaching of early reading and phonics. Staff are appropriately trained and use a consistent approach that starts in the early years. However, reading books are not always well matched to the sounds pupils are learning.

They are either too difficult or too easy for pupils to read.

Teachers encourage pupils to read frequently, both at home and at school. Confident, experienced readers enjoy reading.

Leaders are beginning to broaden the range of reading books and texts available. However, for some pupils, the choice is not sufficiently ambitious. In some lessons, the texts chosen for teaching comprehension are too easy.

Some pupils are not developing the knowledge and skills they need to become effective and enthusiastic readers.

Teachers have sound subject knowledge. They explain tasks clearly and make use of appropriate resources.

Checks of pupils' learning are not over-burdensome. Teachers use information from these checks to confirm what pupils remember and what pupils might need teaching again.

Staff are quick to identify pupils with special educational needs and/or disabilities and provide appropriate support.

Most of these pupils' needs are being met. The advice of external organisations, including the Elizabethan Academy Family of Schools SENCo network, is sought when required.

Pupils have positive attitudes to their learning.

They readily answer teachers' questions and take an active role in well-planned activities. Pupils are often taught in small groups. This gives staff chance to intervene and promptly address any misconceptions.

Low-level disruption is rare. This includes the behaviour of children in the early years.

The school's work to support pupils' wider development is strong.

Pupils undertake a variety of off-site visits, including to museums and places of interest. They learn about faiths and cultures beyond their own experiences. They take an active role in their local community and raise money for international, national and local charities.

Pupils are learning about democracy, tolerance and the rule of law. They are being prepared well for their next steps.

The headteacher leads the school well, fulfilling a variety of different roles.

The governing body has an appropriate mix of skills and experience. Governors understand their roles and responsibilities. They work effectively to support leaders and hold them to account.

Leaders are considerate of staff's well-being and workload.


The arrangements for safeguarding are effective.

Leaders ensure that safeguarding is given the highest priority at the school.

Staff receive appropriate training. They understand their safeguarding responsibilities and know what to do should a concern arise. Leaders carry out regular and detailed checks to ensure that pupils are kept safe.

Pupils say they feel safe. They learn about county lines criminal exploitation and how to stay safe in a range of situations, including online. Pupils know they can talk to any adult in school if they have a worry or concern.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders have not thought carefully enough about the curriculum. They have not identified the precise subject knowledge they want pupils to learn or in what order. Teachers are not always sure what they need to teach or how best to deliver the content.

Leaders need to ensure that the curriculum in each subject is planned thoroughly and that teachers implement these well-thought-out curriculums consistently well. ? Pupils' reading books do not always match their knowledge of phonics. This slows down pupils becoming confident, fluent readers.

Leaders need to ensure that reading books match phonic knowledge to ensure the accuracy of pupils' reading. ? Pupils do not always have access to appropriate texts. Some of the texts chosen are not ambitious enough for pupils.

This slows down pupils' progress in developing their reading comprehension strategies. Leaders need to ensure that teachers carefully and consistently plan for developing pupils' wider reading skills.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 first ungraded inspection since we judged the school to be good in November 2017.

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