Setting

PROTECT-INSPECTION

CfBT Inspection Services Suite 22 West Lancs Investment Centre Maple View Skelmersdale WN8 9TG T 0300 1231231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 01695 566850 Direct F 01695 729320 Direct email: dmccarrick@cfbt.com

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PROTECT-INSPECTION

Mrs Heather Lacey Headteacher St Matthew's Church of England Aided Primary School Wood Lane Leeds West Yorkshire LS7 3QF

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England Aided Primary School, Leeds

Following my visit to your school on 19 June 2014, I write on behalf of Her Majesty's Chief Inspector of Education, Children's Services and Skills to report on the findings. Thank you for the help you gave me and for the time you made available to discuss the actions you are taking to improve the school since the most recent section 5 inspection.

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England Aided Primary School, Leeds

The visit was the first monitoring inspection since the school was judged to require improvement following the section 5 inspection in February 2014. It was carried out under section 8 of the Education Act 2005.

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England Aided Primary School, Leeds

Senior leaders and governors are taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection. The school should take further action to:

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England Aided Primary School, Leeds

 sharpen procedures for monitoring the quality of teaching and ensure that feedback to teachers focuses clearly on the achievement of pupils and groups of pupils in lessons.

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Evidence

During the visit, meetings were held with the headteacher and senior leaders, a group of pupils, governors, middle leaders and a representative of the local authority. The inspector evaluated a range of documentation including: the school improvement plan; the tracking of pupils’ progress, monitoring reports and records of lesson observations. In addition, senior leaders took HMI on a tour of the school to look briefly at teaching and learning and the changes made to provision since the inspection.

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Context

Since the previous inspection in February a new deputy headteacher has been appointed alongside an additional member of staff who will take responsibility for pupils with special educational needs. Changes to the roles and responsibilities of staff have continued with the appointment of permanent key stage leaders.

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Main findings

Senior leaders and governors accept that the outcomes and priorities from the recent inspection are the right ones for the school. As a group, they have responded with suitable urgency and have taken immediate action to:

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Main findings

 strengthen the quality of teaching and learning  raise awareness of effective practice  implement a whole-school approach to teaching phonics  improve pupils’ writing skills.

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Main findings

The revised school improvement plan follows closely the areas for further improvement and gives a detailed picture of intended actions. It is suitably underpinned with milestones and targets against which progress can be measured. Plans are underway to extend the plan into the next academic year and to make some of the targets more quantifiable.

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Main findings

Systems to check more effectively on teaching and learning are gathering pace. All teachers have clear targets linked to pupils’ progress. Senior leaders report back regularly to staff on the quality of teaching and learning. However, further improvements are required in how leaders make judgements on the achievement of pupils and groups of pupils in lessons and in measuring with precision the impact of teaching on pupils’ progress.

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Main findings

Governors demonstrate a clear understanding of the school’s most pressing priorities and are developing their understanding of what goes on in school with visits to classrooms and discussions with staff and pupils. As a group they understand why the school is not yet good and where further improvements are required.

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Main findings

Ofsted may carry out further visits and, where necessary, provide further support and challenge to the school until its next section 5 inspection.

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External support

The local authority is providing an effective level of support and challenge to the school which in turn is helping to improve the quality of teaching and strengthen leadership. Links have been established with other schools for teachers to observe best practice. Regular meetings are held to discuss and review the school’s progress and to check that actions taken are having the desired effect.

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External support

I am copying this letter to the Chair of the Governing Body and the Director of Children's Services for Leeds. Yours sincerely

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