St Matthew’s Church of England Aided Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils get on really well with one another at St Matthew's.

Older and younger pupils spend valuable time both learning and playing together. They live out the school's aims of friendship, respect, achievement and faith.

Leaders make sure all pupils develop independence.

While support is there for pupils when they need it, pupils show a tenacity to want to do their best. Pupils learn to value themselves and embrace differences in others, saying everyone deserves the same opportunities in life. They welcome the chance to be active citizens within the school.

Pupils take on roles such as 'ambassadors', prefects and captains, playing a very positive role... in enhancing other pupils' daily experiences.

Pupils are grateful for the opportunities leaders provide, such as forest school and regular trips. There is a palpable buzz around events like the annual swimming gala and triathlon.

Younger pupils look forward to these events too, and this inspires them to take part when the time comes. Pupils are safe and know to seek help if something worries them. While some pupils struggle at times, unkind words or actions, including bullying, are exceptionally rare.

Pupils say when it does happen, staff successfully make the problem better.

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

Leaders rightly want every pupil to be a successful reader and nurture each pupil's love of reading. Pupils benefit from daily reading practice and enjoy a good book in the reading garden.

Pupils engage well when teachers read aloud with enthusiasm. The books pupils read are usually appropriate to their individual abilities. Extra support for pupils who find reading harder is appropriate in meeting pupils' individual needs.

Leaders are addressing some inconsistencies in teaching reading in some classes.

Leaders expect all pupils to engage in lessons and achieve their best. Ambitious curriculum plans help achieve this in many subjects.

Pupils' learning builds well on their previous knowledge. For example, in mathematics, early number work in early years develops into clear, articulate mathematical reasoning by Year 6. Additionally, in physical education, pupils learn progressive skills, for example beginning with serve and set in volleyball and moving on to passing and dig shots.

Also, for example, pupils develop an appreciation of different art forms and use different media in their artwork. However, the quality of the curriculum in some other subjects is not as strong. For example, in computing, the curriculum is not delivered in full, and teachers' subject knowledge is developing.

Teachers challenge disadvantaged pupils, including pupils with special educational needs and/ or disabilities (SEND), to contribute to class discussions and to learn well. Staff work with parents to develop clear targets to achieve this and meet the individual needs of these pupils. However, in some subjects, teachers sometimes set pupils with SEND tasks that are not well matched to the needs of those learners.

Leaders are aware of this and are developing methods of checking how well all pupils learn in all subjects.

Pupils' behaviour and positive attitudes are very strong throughout the school. Leaders recognise the importance of ensuring high-quality interactions, and they expect everyone's words and actions to show care and high levels of respect.

In all classes, pupils are committed to their learning and want to do their very best. Pupils support their peers and understand when a classmate might need help. While some pupils need significant support for their behaviour, leaders have a clear and thorough understanding of the needs of all pupils to ensure they can succeed in their learning.

Staff members have an exceptional understanding of the causes of a pupil's strong emotions and use effective strategies to maintain a conducive learning atmosphere.

Leaders ensure that pupils receive good quality personal, social and health education (PSHE). This ensures pupils are gaining a better understanding of the world in which they live and can build strong relationships with others.

Locally, pupils proudly support the food bank and take part in other events such as the village Remembrance Day service. Pupils also learn about different religions in society. They can explain with understanding the Muslim period of Ramadan, the festival of Diwali and the Jewish celebration of Passover.

Everyone takes pride in sponsoring the education of a Kenyan child. Additionally, pupils consider and debate moral dilemmas with insight. For example, they discuss such topics as whether soldiers should have played football against opposing soldiers in 'no man's land' at Christmas 1914.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have embedded a safeguarding culture of raising and reporting all concerns, no matter how small. Leaders use a range of resources to further develop each individual staff member's ability to keep pupils safe.

They encourage staff to record the smallest of concerns and respond to concerns appropriately. Where external support takes time, leaders put interim support in place. Governors monitor safeguarding regularly to assure themselves that pupils and staff are safe.

The PSHE programme teaches pupils how to keep safe. This includes online and road safety, while the emphasis on swimming develops pupils' understanding of water safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some members of staff's subject and teaching content knowledge is variable across the school.

This means that the delivery of the curriculum is sometimes inconsistent. As a result, pupils do not always receive consistently high-quality teaching to enable them to learn the intended curriculum as well as they could. Leaders need to ensure that staff are expertly trained, monitored regularly and provided with clearer expectations about what should be taught in all subjects.