|Name||St Matthew’s CofE Primary School|
|Ofsted Inspection Rating||Inadequate
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||21 September 2016|
|Address||Linkfield Lane, Redhill, Surrey, RH1 1JF|
|Religious Character||Church of England|
|Number of Pupils||385 (50% boys 50% girls)|
|Number of Pupils per Teacher||16.7|
|Academy Sponsor||Sdbe Multi-Academy Trust|
|Percentage Free School Meals||22%|
|Percentage English is Not First Language||36.1%|
|Pupils with SEN Support||14%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is larger than most primary schools. The school meets requirements on the publication of specified information on its website. The proportion of disadvantaged pupils is broadly average. The proportion of pupils who are from minority ethnic groups and who speak English as an additional language is above average. There is a specially resourced provision for up to 15 pupils aged 7 to 11 in the Sun class. These pupils have autistic spectrum disorder. The school meets the government’s current floor standards. These set the minimum expectations for pupils’ learning and progress. There is provision for children in the early years foundation stage in the nursery and two reception classes. The majority of children attend nursery part time and are admitted to the Reception classes full time. The school provides a breakfast club and an after-school club for pupils.
Summary of key findings for parents and pupils
This is an inadequate school School leaders and governors have not acted swiftly enough to address the issues for improvement from the previous inspection. They have an overgenerous view of their performance. The quality of teaching remains inconsistent. Teachers do not check pupils’ understanding during lessons enough and use this to improve their learning. Teachers do not all have high enough expectations for what pupils can achieve. Work planned for pupils is often too easy. Pupils, including those who are most able, do not achieve as well as they should. They make uneven progress across the school, particularly in mathematics and reading. The new curriculum for English and mathematics is not embedded across the school and some pupils are working at too low a level. Leaders do not check the progress that different groups make, including disadvantaged pupils, and use this to meet their needs. The pupil premium funding is not used well enough. Some subject leaders are not thorough enough when checking the work of staff. Weaknesses in some aspects of teaching go unchecked. Work in pupils’ books shows that too many have a weak grasp of basic skills, including spelling, grammar and punctuation. Teachers are not implementing the new marking policy consistently. They do not all ensure that pupils act upon the guidance given. The school has the following strengths The school provides a warm, safe and welcoming environment for pupils. Pupils’ behaviour is good. Children get off to a good start in the early years. They are taught well and make good progress. Partnerships with parents and the local community are good. The school promotes pupils’ spiritual, moral, social and cultural development well. Pupils from a range of ethnic backgrounds get on well together.