St Matthew's CofE Primary School

St Matthew's CofE Primary School Inspection report

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Unique Reference Number 103404 Local Authority Birmingham Inspection number 355376 Inspection dates 23–24 November 2010 Reporting inspector Rodney Braithwaite

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 201 Appropriate authority The governing body Chair Paula Edmondson Headteacher Paulette Osborne Date of previous school inspection 27 February 2008 School address Duddeston Manor Road Birmingham B7 4JR Telephone number 0121 359 1602 Fax number 0121 333 4392 Email address enquiry@st-matthews.bham.sch.uk

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Age group 4–11 Inspection dates 23–24 November 2010 Inspection number 355376 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by three additional inspectors.The inspectors visited 12 lessons and observed seven different teachers. They observed the school's work, and looked at documentation relating to the school's self-evaluation, the attainment and assessment of pupils' progress, minutes of meetings of the governing body, the provision for safeguarding, and an external evaluation of the school. They held meetings with pupils, representatives of the governing body and staff. They also looked at samples of the pupils' work and the school development plan. They analysed 94 parent and carer questionnaires together with written responses from pupils and staff. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  The attainment, progress and improvement of pupils, with a particular focus on boys and more able, gifted and talented pupils.  The effectiveness of the new management structure of senior and middle leaders,

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Introduction

and that of the governing body.  The skills of children entering the Early Years Foundation Stage, the provision made for them, and the progress they make.  The way the school manages behaviour, and its involvement and engagement with parents in this.

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Information about the school

St Matthew's is slightly smaller than most primary schools. A minority of pupils are of White British heritage and the great majority of pupils come from minority ethnic groups, the largest being those from Somalian heritage. Although a much higher than average proportion of pupils speak English as an additional language, there are only a few pupils who are at the early stage of learning English. The proportion of pupils with special educational needs and/or disabilities is above average, with a majority having moderate learning difficulties. Since the previous inspection there have been significant staff changes, including the appointment of a new headteacher, and very recently, deputy headteacher. Significantly more pupils join or leave the school other than at the usual times. The school has a community room which provides parents and carers with opportunities to meet socially, arrange courses and observe different aspects of the

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Information about the school

school. The school is part of the Nechells Action Zone. It has the Healthy Schools Status, and the Heartlands Quality in Extended Services award. The school provides a breakfast club on Fridays.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

St Matthew's is a good school. It is a welcoming, caring, exciting and happy centre of a multi-ethnic community. A parent summed up the feeling of the community when commenting, 'It is an excellent school, and parents are made to feel part of an extended family.' The school has been through difficult times since the last inspection. There have been a number of staff changes, particularly in senior management, and during this period of turbulence the school was not as effective as in the past. However, the appointment of the present headteacher fifteen months ago has brought stability, improvement and ambition to the school. Under her inspirational leadership, new leaders are being developed and are flourishing; the attainment and progress of pupils, which slipped badly in 2009, is showing rapid improvement throughout the school. Staff morale is high, governors have improved their involvement with the school, and the school's engagement

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Main findings

and partnership with parents is excellent. These developments and the recent appointment of a local authority primary literacy consultant reinforce strongly the school's demonstrably good capacity to sustain improvement. Pupils are a strength of the school. They are unfailingly polite and cheerful, love their learning and work and play together happily. Their attendance is good, indicating their enjoyment of school and the many stimulating learning opportunities they have throughout the curriculum. Pupils are well cared for in a thoroughly inclusive environment. They are kept safe and encouraged to lead healthy lifestyles. They serve the school and local community enthusiastically, and strong links with the church and other faiths enhance their spiritual, social, moral and cultural education. The school is rapidly building wider links with other schools and communities in this country and abroad. Children make a good start to their learning and personal development in the Early Years

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Main findings

Foundation Stage. Their good progress continues throughout all years in the main school and most pupils achieve well. This includes pupils with special educational needs and/or disabilities, and pupils with English as an additional language. Although attainment in English and mathematics was low at the end of Year 6 in 2009, it improved to just below average this year and this inspection indicates that pupils are now reaching broadly average standards. The school recognises that it needs to close the gap between reading and writing. More able pupils and boys have shown good improvement in their recent progress, although the provision for gifted and talented pupils is not as good as that for other pupils. Improvement has been brought about by teachers having higher expectations and offering more challenge to pupils through good use of detailed assessment data to set individual targets and inform lesson planning. Additionally, the

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Main findings

monitoring and evaluation of teaching by senior leaders is now rigorous, and teachers receive regular and effective professional development. The school has evaluated its strengths and areas for development accurately and is powerfully driven to become even better at everything it does.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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What does the school need to do to improve further?

 Maintain and further accelerate the recent improvements in attainment and progress in English and mathematics by: relating the rapidly improving reading skills of pupils more closely to the skills of writing embedding and using consistently the newly introduced assessment strategies to inform teachers' expectations and lesson planning setting and supporting pupils' achievement of challenging targets.  Build upon the provision for gifted and talented pupils by: developing a wider range of opportunities for these pupils to develop their talents establishing partnership links with other providers and parents in order to further the particular learning needs of these pupils.

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Outcomes for individuals and groups of pupils 2

Children enter the school with skills below and sometimes well below those expected for their age, and make good progress in the Reception class. In the main school pupils respond positively to their learning opportunities and show enthusiasm and enjoyment in their lessons. A boy commented cheerily, 'School is my favourite place of all.' They behave well, have good attitudes to their learning and want to improve. This was observed to good effect when pupils in Year 4 were learning the points of the compass. Although this involved some vigorous physical activity, all made great efforts to understand the learning points. A further example involved a small group of pupils in the early stages of learning English who were trying very hard to use 'story sacks' and artefacts to develop their understanding of phonics and their speaking skills. Attainment when pupils leave the school has varied widely in the last three years from average to well below average.

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Outcomes for individuals and groups of pupils 2

During this time different groups of pupils, such as boys and more able pupils, have not always made expected progress. However, as a result of a more interesting curriculum and more focused teaching, boys' progress is now equal to that of girls. More able pupils are being more effectively challenged, especially in mathematics and reading, and more Year 6 pupils attained the higher levels this year. This trend is continuing in all year groups, although attainment in writing is variable and remains inconsistent. Pupils enjoy having their work assessed and also their new involvement in self-assessment of their own work. Central to pupils' personal development is their good involvement in contributing to both the school and local community. Pupils host and perform at church-led community weekends and there are good links with other faith groups. They eagerly volunteer for responsibilities, all hands in Year 6 shooting up when volunteers were asked talk to an

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Outcomes for individuals and groups of pupils 2

inspector about their visit to Bristol University. They feel safe in school, report little bullying and no racism, and try to develop a healthy lifestyle. A large majority take a cooked lunch in school every day. The recent award of Healthy Schools Status shows the school's commitment to encouraging this aspect of pupils' development. Pupils are very respectful of each other, saying, 'We all get on really well.' They are reflective and show respect for the feelings and values of others. This is very evident in their good spiritual, moral, social and cultural learning; it is also demonstrated in the prayer tables to which

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

pupils contribute, for example, notes to friends and relatives 'to get better soon'. Satisfactory basic skills and good approaches to learning, alongside good personal development, help them to be soundly prepared for the next stage of their lives.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 2

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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3

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

Teaching and learning is good and much improved. This is because teachers' expectations of what their pupils can achieve have risen, they have good relationships with pupils and are planning effectively for the needs of all pupils. Almost all lessons observed during the inspection were good and none inadequate. Challenging activities and good questioning skills are helping to sustain pupils' enthusiasm for learning. Resources are of good quality, especially the provision for information and communication technology (ICT), and are used effectively by teachers. This was seen in the Year 5 class when pupils showed independence and confidence when linking their work in calculation to the development of their computer skills. Assessment data is detailed and used well in planning for individual needs. Teaching assistants are used effectively, especially through intervention with groups of pupils needing specific support. However, occasionally teaching assistants are

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How effective is the provision?

not involved sufficiently by teachers during whole-class sessions. Sometimes teachers spend too long on their initial presentations of learning objectives. Marking of work is consistent throughout the school in guiding pupils on what they need to improve.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

The curriculum is designed to meet the particular needs of every pupil and is under constant review. The school has increased the range of visitors and visits out of school, including to the seaside. In Year 3, for example, the grandmother of a pupil visited to talk to the class about why she went to the local church and what activities it offered to both adults and children. Pupils talk enthusiastically about the extensive range of clubs and sporting activities provided for them, with over 70% of them participating. They also enjoy the chance to learn a variety of musical instruments and develop their singing skills with the active support of professional musicians. Displays of work, especially in art, show the breadth of the school's commitment to pupils' learning and understanding of other cultures. The school recognises that the development of the basic skills curriculum is the most important need for many pupils and, although there is some provision for gifted and

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

talented pupils, this could be improved. The school is a very welcoming environment with well-kept buildings and extensive grounds. The provision for pupils with special educational needs and/or disabilities, and for pupils in the early stages of learning English, is well managed. These pupils and those from the most vulnerable circumstances receive good quality support, as do the significant number of pupils who enter the school having recently arrived from another country. Links with outside agencies are extensive and effective.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The major strength of the school's leadership and management is the burning ambition to improve and reach the highest possible achievement in all aspects of the school's daily life. These high expectations originate with the headteacher and are shared by all leaders, managers and staff. The enthusiasm of staff is evident everywhere and they welcome the continual and demanding monitoring of performance, and encouragement to develop their skills. This has been key in the successful tackling of a number of identified weaknesses, especially in teaching and the attainment and progress of pupils. Pupils are particularly appreciative of the changes they have seen in the school, and are very proud of how they are being helped and consulted by school leaders and staff. They feel included in all activities and every group of pupils, especially the many minority ethnic groups, are showing sustained improvement in their achievement.

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How effective are leadership and management?

The school has transformed its engagement with parents and carers in the last year. They have been provided with their own community room and are regular visitors both formally and informally, such as their conducted tour of the newly equipped ICT suite during the inspection. Leaders make every effort to communicate with them, and to involve them all

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

in their children's learning and in supporting the school's high expectations of pupils' behaviour. The governing body has good knowledge of the school and how it can help to guide school improvement. Governors are using their diverse skills effectively in supporting the school, for example those with an educational background guiding the development of middle leaders. The governing body ensures that safeguarding procedures are securely in place and are regularly reviewed. Regular high quality training for all school staff is a notable feature of the school's provision for child protection. The provision for community cohesion is much improved because the school has a coherent plan and is particularly active in the local community. Contacts have been made by pupils with other schools in this country and abroad, and these activities are having a positive impact upon pupils' cultural development. The school has a number of thriving

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

partnerships with, for example, the Nechells Action Zone and Aston University. The school provides many good resources, especially its staffing, and gives good value for money.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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2

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

Most children enter the Early Years Foundation Stage with skills that are well below those expected for their age, especially in language and social skills. A few have little knowledge of English. Children settle quickly into daily routines such as washing hands and choosing healthy snacks. As the teaching is good, children are given many opportunities to develop their skills through role play, using laptops and learning to choose their activities. Teachers have high expectations, question children effectively, and plan well for the needs of all, including children identified as having special educational needs and/or disabilities. This generates lively and exciting learning, for which the children, particularly boys, show great enthusiasm. As a result they all make good progress, and many are close to reaching the skills expected for their age when they transfer to their next class. A feature of their

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

learning is the opportunities children have to work with Year 1 pupils, which promotes their confidence, independence and good behaviour. Assessments of children's progress are accurate and rigorous enabling every child to have individualised learning. Although children are encouraged to use the outdoor area, the range of activities offered there is not as stimulating as those provided in the classroom. Leadership and management are strong and ensure that areas for development are swiftly identified, and that all policies for child protection and health and safety are in place. The leader of the Early Years Foundation Stage has been especially successful in encouraging parents and carers to be involved in their children's learning. They are invited to come into class every Friday for 'rocket readers' and phonics sessions and are involved in the target setting to help their children progress.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

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Overall effectiveness of the Early Years Foundation Stage 2

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

Responses received from almost half the parents and carers are virtually unanimous in their approval of the school. There was no disagreement for ten out of the thirteen questions, and only one each for the other three. In particular, parents feel their children are safe, enjoy school, make good progress and that teaching and leadership are good. Typically a parent commented, 'I have nothing but praise for the school and staff. As a parent I am always encouraged and made welcome in the school.'

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at St Matthew's CofE Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 94 completed questionnaires by the end of the on-site inspection. In total, there are 201 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 71 76 22 23 0 0 0 0 The school keeps my child safe 72 77 21 22 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 67 71 26 28 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 51 54 41 44 0 0 0 0

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Total % Total % Total % Total %

The teaching is good at this school 64 68 30 32 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 61 65 33 35 0 0 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 61 65 33 35 0 0 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 60 64 30 32 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 53 56 39 41 1 1 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 61 65 30 32 1 1 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 56 60 36 38 1 1 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 59 63 34 36 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 72 77 21 22 0 0 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures in clude those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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Inspection of St Matthew's CofE Primary School, Birmingham, B7 4JR

I am writing to thank you for the marvellous welcome you gave to us recently and to tell you what we thought about your school. Your school provides you with a good education. You help to make it special because you like learning so much, are happy and well behaved and get on with each other very well. We enjoyed meeting all of you and listening to your stories of all the places you have visited, such as the universities at Aston and Bristol and the nearby Millennium Point. We think that you are very well cared for by the staff and that you are kept safe. Your attendance is good which is a credit both to you and your parents and carers. They think your school is wonderful and are pleased that you do so well. You are making good progress in your learning and your books show that you are all improving in reading and mathematics, although this improvement is not quite as good in writing. You have good

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Inspection of St Matthew's CofE Primary School, Birmingham, B7 4JR

teachers and their assistants, and we agree with several of you who told us that your headteacher has really helped the school to get better. The staff provides you with many enjoyable and exciting learning activities, and you are all very rightly proud of your school and the uniform you all wear. We think the school can continue to improve with your help and we have suggested how this can be done. We would like you and the staff to make sure that all the improvements in your learning continue, particularly in your writing. We would like everyone to make sure that you do as well as you can not just for one year, but in every year, and that you always have targets which really challenge you. We have also asked the school to provide some more exciting opportunities to learn for those of you who are more able or have special gifts or talents. We are confident that you can all work together to do this. Please keep enjoying your

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Inspection of St Matthew's CofE Primary School, Birmingham, B7 4JR

learning and staying friendly with everyone.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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