St Matthew Academy

St Matthew Academy St Joseph’s Vale, Blackheath, London SE3 0XX

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Overall effectiveness Inadequate

Effectiveness of leadership and management Requires improvement

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Overall effectiveness Inadequate

Quality of teaching, learning and assessment Inadequate

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Overall effectiveness Inadequate

Personal development, behaviour and welfare Inadequate

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Overall effectiveness Inadequate

Early years provision Requires improvement

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Overall effectiveness Inadequate

Overall effectiveness at previous inspection Good

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This is an inadequate school

 Outcomes in the 2015 national tests were too low and have been for the last three years. GCSE results were also low and standards have been variable over the last three years.  White British boys do not achieve well. The progress of other groups, such as disadvantaged pupils, the most able, pupils who have special educational needs and/or disabilities and minority ethnic groups, especially those of Caribbean heritage, is poor.  Teaching does not capture the interests and meet the needs of pupils. Expectations of what pupils could achieve are too low.  Teachers have not had adequate opportunities to develop their professional skills and improve their practice over the last three academic years.  Assessment information has been used haphazardly. Teachers have not used it accurately to predict outcomes and develop pupils’ learning.  Pupils’ personal development is inadequate, primarily because the attendance of vulnerable

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This is an inadequate school

pupils is consistently low. Exclusions have been consistently high for the last three years.  Pupils are making better progress in the primary phase, but weaknesses in literacy and numeracy persist.  Provision in early years requires improvement. Recent improvements in provision are leading to children making better progress.  A large financial deficit means there are insufficient funds to maintain the Nursery and provide opportunities for staff development.

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The school has the following strengths

 The executive headteacher, consultant headteachers and the interim management board have made a sterling start to improving the school. They are focused on eradicating entrenched weakness; the school’s capacity to move forward is much improved.  Safeguarding is effective. Pupils are safe.  Members of the senior leadership team and staff are supportive of the recent changes. Morale is being restored.

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Full report

In accordance with the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that this school requires significant improvement, because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform.

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What does the school need to do to improve further?

 Teaching and achievement Ensure that clear expectations are set for the highest standards of teaching and support in the classroom, underpinned by training and professional development. Ensure that all teaching activities reflect the needs of all groups of pupils, with a sharp focus on using assessment information effectively to support good outcomes for all. In particular, ensure that there is an equally uncompromising focus on all groups of pupils.

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What does the school need to do to improve further?

 Pupils’ personal development, behaviour and welfare Raise the attendance of the most vulnerable groups, including those who are disadvantaged, pupils who have special educational needs and/or disabilities and children looked after, so that it is at least in line with the overall national average. Continue to eradicate unacceptable behaviour, such as play-fighting, so that pupils begin to take control of and self-regulate their behaviour independently of staff during lessons and social times. Improve the opportunities for older pupils to act as role-models and mentors for pupils in the primary phase. Provide more opportunities for pupils to express their views and develop their social, cultural and moral skills and responsibilities.

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What does the school need to do to improve further?

 Leadership and management – Develop a clear strategic action plan that outlines a vision for school improvement which is understood and owned by staff, pupils and parents. – Ensure that staff develop the skills they need to support improvements in their teaching and improved outcomes for their pupils. – Develop the leadership and management skills of all senior and middle leaders to enable them to fulfil their responsibilities effectively. – Embed the new assessment system so that it is effective in providing teachers with a secure and accurate baseline which they can use to track pupils’ progress and meet the needs of groups and individuals. – Use different forums to consult parents and develop partnership work with them, providing opportunities for them to work with the school on the planned changes.

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Effectiveness of leadership and management requires improvement

 The appointment of three high-calibre leaders with exceptional records of school improvement has led to a number of rapid improvements in the school. Together, they have challenged the status quo and exposed previously entrenched poor practices. They are open and honest, and have successfully begun to remove barriers. Unacceptable safeguarding practices were tackled immediately and effective safeguarding practices are now securely in place. A raft of commissioned reviews confirmed the executive headteacher’s assessment that the school’s effectiveness had declined. Pragmatic but lasting measures have been introduced to ensure pupils’ safety and the smooth running of the school.  Until recently, St Matthew Academy did not function as one school. A physical wall separated the primary phase from the secondary pupils, which has been removed. The two distinct schools are now one, with plans to ensure that they remain as a single entity.

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Effectiveness of leadership and management requires improvement

 While the education that the school provides is still inadequate, the work of the new senior leadership team is not. Within a very short time, the team has acted swiftly and decisively to begin improving the quality of teaching, behaviour and outcomes for pupils. Senior leaders have also taken steps to reduce staff absence and stem the tide of supply teachers, which had affected pupils’ progress.  The extent of the school’s decline was not realised until 2015 when the GCSE results were extremely low, as were outcomes in the primary phase. The GCSE results did not reflect the school’s above-average predictions; outcomes were well below the national average in too many subjects. Early entry for mathematics in 2015 did not make a significant difference to raising standards.  The new senior leaders recognised that the school did not have robust systems for checking teachers’ work or for tracking pupils’ progress; what existed lacked the sharpness needed to ensure that work was

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Effectiveness of leadership and management requires improvement

of good quality and that good teaching was rewarded. Clear guidance for staff on how to improve their work was not evident. Training and development were irregular and not linked to the school’s priorities, the needs of departments and those of teachers. Middle leaders did not have the skills or opportunities to make significant contributions to the school’s development. All have started to be addressed by the new senior leadership team.  Financial difficulties have meant that some areas of the school’s work have been poorly provided for. Difficulties with the school’s budget have affected staff accessing training; information and technology and other teaching and learning resources have not been updated. Pupils complained to inspectors about the lack of equipment in science and limited resources for course work. The Nursery provision is set to close at the end of the academic year because of poor financial management and recruitment.

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Effectiveness of leadership and management requires improvement

 The new senior leaders are re-building the school together with the confidence of pupils, staff and the community. These leaders have been open and honest about their findings and the challenges faced in turning the school around. Restructuring plans and key appointments to secure improvements and rationalise staffing have started. Policies are being rewritten; a new assessment system is in place and staff are beginning to make better use of the information. The new quality assurance team is focused on developing and assessing teaching and learning. The leadership of teaching and systems for checking teachers’ work are at an early stage of development. This is because the senior post holder with responsibility for this work was appointed at the start of the current term. A new performance management system is being launched. The new assessment system makes clear the accountability and expectation that staff identify and tackle areas of weaknesses, so that all pupils can begin to achieve

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Effectiveness of leadership and management requires improvement

equally well.  Work with the outstanding partner schools serves to develop the moderation skills of staff and extend their understanding of good teaching practice.  Partnership with parents requires improvement. They are not all happy with the recent changes and have expressed their concerns to a range of authorities, including the new senior leaders. Senior leaders keep parents informed but the consultative process has not been open to them. Inspectors agree that more consultation is necessary. Notwithstanding this, it is clear that the changes were necessary.  The pupil premium funding appropriately targets improvements in pupils’ attainment, progress, attendance and their behaviour. However, a thorough analysis was not carried out over the last two academic years to identify the impact of this spending.  The new inclusion manager has started the process of evaluating and re-organising provision to better

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Effectiveness of leadership and management requires improvement

meet the needs of disadvantaged pupils. Similarly, pupils who have special educational needs and/or disabilities have not always been well provided for, particularly in early years. Additionally, suitable systems were not in place to identify and support pupils learning English as an additional language. The new leaders responsible for these provisions have made a sound start to developing procedures but it is too early to see the impact of this work. Senior leaders acknowledge the urgent need to sort out and develop effective systems for these groups, particularly as they are under-performing. They are disproportionally excluded and have low attendance.  The school has a clear rationale for using the funding for physical education but there is no analysis of how the funding has engaged more pupils in sports.  A start has been made to improving the curriculum in all key stages, including in early years. It is suitably

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Effectiveness of leadership and management requires improvement

broad and balanced in all key stages. In response to pupils’ poor performance, the school is offering more lessons in English and mathematics in all year groups to ensure that all pupils have a good grounding in the basic skills to succeed.  Provision for pupils’ spiritual, moral and social and cultural development requires improvement. The spiritual dimension of pupils’ development is well met. Pupils recognise their moral responsibility to others but other aspects require further work. For example, improvements are still required in the way that pupils interact socially with each other. The impact of the school’s work to develop pupils’ understanding of different cultures and faiths is not always evident in their behaviour and attitudes. However, the promotion of British values is well woven into the school’s work on pupils’ wider development.  The school works closely with the alternative provision provider to monitor the very few participating

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Effectiveness of leadership and management requires improvement

pupils’ attendance, and their academic progress, behaviour and educational needs. Those attending the internal alternative provision in the school are offered courses and work-related training programmes to meet their specific needs.  The governance of the school The outgoing governors did not provide sufficient challenge when interrogating the school’s effectiveness. Although there is evidence of numerous improvement plans and minutes of their discussions, these did not lead to improvement. The new interim management board, led by an experienced governor with credentials as a national leader of governance, have made a sound start to begin providing a strategic plan for driving improvement. As people of action, they have begun to make pragmatic changes, such as the closure of the Nursery which is no longer viable. Governors have worked with the diocese to secure the financial stability of the school. They know

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Effectiveness of leadership and management requires improvement

the strengths and weaknesses of the school and are clear about the underachievement of pupils, the quality of teaching, its direction and priorities for the next academic year. Current work with the new senior leaders, the local authority and the diocese is focused on developing systems and making the school a place where pupils can achieve well.  The arrangements for safeguarding are effective. New systems are now in place, information is concise, records are clear and staff keep abreast of regional and national developments in relation to all aspects of safeguarding. This includes coverage of training on, for example, extremism and radicalisation. The re- organisation of the safeguarding team and improved procedures have had a direct impact on the use of resources to ensure that pupils receive timely help and support.

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Quality of teaching, learning and assessment is inadequate

 The quality of teaching and learning requires much work. This means that pupils’ progress is not as rapid as it could be. Expectations of what pupils can achieve are not high, and consequently there is not enough high-order thinking, stretch and challenge for pupils.  Teachers do not use assessment information well to take into consideration pupils’ starting points. The recent initiative of testing pupils regularly is helping teachers to know pupils’ starting points, and how better to pitch lessons and provide more challenge. However, pupils have rightly complained that a few teachers use this new approach negatively to undermine their confidence. The poor use of assessment information is starting to be rectified as the school establishes accurate information systems, but the impact of this on pupil outcomes has yet to be seen.  Across subjects in the secondary phase, the learning environment is calm but teachers do not always

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Quality of teaching, learning and assessment is inadequate

capitalise on pupils’ willingness to learn. This leads to many pupils underachieving because they then become disengaged. Too often, tasks set do not refer to the skills pupils should be learning. In too many instances, pupils do not understand concepts taught and teachers do not give clear explanations.  Teachers in the secondary phase have not had many opportunities available to develop and sharpen their teaching skills. Furthermore, ineffective monitoring and generous assessments of teachers’ performance have weakened and undermined the quality of teaching and learning. Even when identified, weaknesses have remained unaddressed. Pupils have also not been well served by being taught by non-specialists and many supply teachers covering long-term absences.  In contrast, teaching is much improved in the primary phase and early years where teachers are confident about accelerating pupils’ progress. Teachers within the primary phase have benefited from

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Quality of teaching, learning and assessment is inadequate

more training. They have also had more time to address known weaknesses because the primary consultant headteacher has been working with them for a longer period of time. Consequently, they are outward looking and their assessment of teaching quality is realistic and accurate.  Pupils learn well when classroom management is effective and they are challenged. When these features are evident, the quality of learning is good and pupils know what they are learning. Such teaching is more evident in the primary phase where work books showed that pupils take pride in presentation and respond to comments about their work. These feature are too often absent in the secondary phase where the quality and quantity of work is inconsistent. Too often, work is unfinished, presentation is poor and staff give very little guidance to help pupils improve. Teaching assistants are not always well deployed.  The school has increased the amount of curriculum time allocated to the teaching of English and

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Quality of teaching, learning and assessment is inadequate

mathematics in all key stages, and to developing communication skills in early years and phonics skills. Booster sessions and other intervention strategies were introduced to improve outcomes for Year 11 pupils this academic year. However, the school recognises that consistently high-quality teaching is needed rather than quick fixes which are unsustainable.  Parents and carers who responded to Ofsted’s Parent View survey feel that their children are well taught at the school. However, this view is not reflected in the poor outcomes that children achieve. Parents who expressed concerns about the high staff turnover and poor teaching are right about their children not achieving well.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is inadequate.  Although overall attendance is broadly average, the attendance of some groups of pupils has been low and in the bottom 10% of all schools nationally for the last three years. These groups include pupils who have special educational needs and/or disabilities and disadvantaged pupils.  Attendance in the primary phase is slightly higher than in the secondary phase. Persistent absenteeism is now being reduced by the concerted efforts of the school and other agencies working with pupils and families.  Most pupils’ attitudes to learning are generally positive; they are mostly ready to begin working but this is more noticeable in the primary phase. Pupils in the secondary phase will occasionally display lethargy and need chivvying to begin working.  Pupils learn about eating and staying healthy through various subjects taught such as personal, social

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Personal development and welfare

health education and catering.  Pupils have opportunities to develop leadership skills such as head boy or girl, but wider responsibilities and using forums to express their views are limited. The school council is not functioning as it should, and there are too few opportunities for pupils to take part in extra-curricular activities in the secondary phase. Pupils told inspectors that they wish to have planned activities beyond basketball and debating. Enrichment activities are better planned in the primary phase.  The careers guidance programme is not offered consistently in all secondary year groups, particularly in Year 8, and neither is it formally monitored and evaluated. However, the school does offer opportunities for pupils to experience the world of work. Specialists and gender-targeted events provide pupils with insight into men and women as leaders in different fields of work.

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Behaviour

 The behaviour of pupils requires improvement.  The new senior leaders have invested a great deal of time in dealing with unacceptable behaviour. As a result, behaviour is much improved in lessons and during social times. Rates of fixed-term exclusions and internal exclusions are still high but are falling, albeit at a slow pace. Pupils welcome the changes but still wish to see good behaviour around the school, including in lessons.  Two thirds of parents who took part in the online survey said that the school deals effectively with bullying and that pupils are well behaved. Parents who spoke to the lead inspector expressed concerns about bullying and other forms of unacceptable behaviour. However, pupils indicated quite forcefully to the inspectors that this is not the case in their school. Inspectors did not find any recorded incident of gang-related bullying in the school, and therefore agreed with the pupils that this form of unacceptable

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Behaviour

behaviour is external and outside the direct control of staff. Discussions with pupils indicated that they feel safe in their school but not always outside. They cited the high visibility of staff in school as reassuring but wish to see staff maintaining a higher profile after school when they are in public places.  While there are minimal racist and bullying incidents, pupils do not always show good manners when they fail to keep to the school rules in their interaction with each other and staff. Occasionally, boisterous behaviour and play fighting worries younger pupils in the primary phase. Pupils do not all exercise self- discipline or show that they can self-regulate their behaviour without staff being present.  Pupils are aware of issues about extremism and about different forms of bullying. Records substantiate pupils’ views that racist incidents and other forms of bullying are not prevalent. Pupils know who to turn

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Behaviour

to if they have a concern. They very much appreciate the chaplaincy and see it as a very supportive service.

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Outcomes for pupils are inadequate

 Outcomes are consistently below average in key stages 1 and 2, while standards in key stage 4 vary from year to year. The 2015 GCSE results were the lowest for three years. Standards in the phonics (the sounds that letters represent) screening, and the percentage of children achieving a good level of development in early years, were below the standard expected nationally.  At key stage 4, standards were significantly below average in subjects such as business studies, applied engineering, English literature, Spanish, the sciences, history, religious education and in the alternative short courses in literacy and numeracy. High staff absence, the use of non-specialist teachers in subjects such as mathematics, low expectations and poor and inaccurate use of assessment information contributed to poor outcomes. For example, in engineering, over 80% of pupils were predicted to achieve GCSE grades A* to C but no pupil achieved these grades. Across all phases, outcomes in writing and

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Outcomes for pupils are inadequate

numeracy were a particular weakness, even among the most able. The school has taken appropriate steps to begin tackling these weaknesses.  In 2015, overall progress was average in the primary phase and for some pupils in the secondary phase. However, this masks the underperformance of girls in English and mathematics, as well as that of the most able. In all key stages, the progress of White British pupils was below the national average and that of other pupils in the school. This was also the case for pupils of Caribbean and African heritage, pupils who have special educational needs and/or disabilities and disadvantaged pupils. All made slower than expected progress.  The attainment gap for disadvantaged pupils widened in both key stages in 2015. Pupils in the primary phase were at least 12 months behind other pupils in the school. However, they made better progress in English, grammar, punctuation and spelling. At key stage 4, disadvantaged pupils made similar progress

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Outcomes for pupils are inadequate

to other pupils nationally but the attainment gap between them and other pupils in the school was the widest in three years. Pupils were at least one grade below in English and half a GCSE grade below in mathematics.  The school’s system for tracking pupils’ progress and evidence from lessons and pupils’ books confirm that there is still more work to do to close the attainment gap so that pupils can make faster progress. Disadvantaged pupils are still behind their peers in English, mathematics and science in Year 9. Conversely, targeted interventions are contributing to pupils in Years 7 and 8 making progress in line with expectations nationally in mathematics and English. Across key stage 3, pupils are making slower progress in science because targets are not set and the quality of teaching is poor.  Currently, intensive support and use of intervention strategies are expected to raise standards further this

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Outcomes for pupils are inadequate

academic year. Realistic predictions have been made, but the inaccurate use of assessment data in previous years has made it difficult for the new leaders to establish a clear baseline. Improvements in moderation across the school are contributing to departments and subject coordinators using more reliable assessment information.  The most able pupils are not all achieving the highest levels possible in key stages 1 and 2, and many are not obtaining the top grades in the GCSE examinations. The school is acutely aware that the average GCSE grade of ‘B-’ for this group is not good enough.  Pupils who have special educational needs and/or disabilities make slow progress and are well below their peers in virtually all subjects.  White British boys and pupils from a few minority ethnic groups continue to make slower progress. The new leadership team has increased the accountability system and staff cannot shy away from justifying

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Outcomes for pupils are inadequate

why pupils are not achieving well. Consequently, a ‘no excuse’ culture has been introduced.

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Early years requires improvement

 Since the start of January 2016, provision in early years has started to improve. The new senior leaders with responsibility for this phase have high expectations for children. They have begun to maintain a continuous focus on raising achievement and improving the quality of education for the children so they are better prepared to make the transition to Year 1. Under the guidance of the consultant headteacher, they have started to create a culture that includes training and professional development. Better systems for recording, monitoring and tracking children’s achievement have also been introduced.  The learning environment has been transformed and there is now a noticeable buzz when children arrive and begin to take part in activities. This is particularly noticeable in Reception.  The assessment profiles include a good range of evidence on children’s progress. This gives adults a clear overview of areas of children’s learning that require strengthening. Although it is too early to measure the

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Early years requires improvement

full impact, the quality of planning and children’s understanding of their work show that children are beginning to make sound progress. For example, children in Reception are beginning to make decisions with staff about meeting their targets. The use of assessment information in the Nursery is not as developed as it in Reception.  The indoor and outdoor environments provide children with an array of activities for learning that create excitement. Adults use ‘challenge’ cards well to increase children’s inquisitiveness by constantly asking them questions linked to set tasks. Learning journals confirm that this practice is routinely carried out.  Staff actively promote children’s enjoyment of reading and writing through the selection of books and topics linked to boys’ interests in special super heroes. They encourage children to use new vocabulary, organising a range of activities to support early writing skills and daily phonics sessions. These sessions

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Early years requires improvement

encourage children to develop the confidence and competence to begin blending sounds. Assessment profiles and children’s work on display demonstrate that, as children progress through early years, well- planned learning activities and effective questioning are increasingly used well to develop their reading, communication and literacy, and number skills.  Children’s good behaviour and strong relationships with each other reflect caring relationships and the good social skills they have learned from the adults working with them.

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School details

Unique reference number 135264 Local authority Lewisham Inspection number 10017487

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School details

This inspection was carried out under section 8 of the Education Act 2005. The inspection was also deemed a section 5 inspection under the same Act.

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School details

Type of school All-through School category Non-maintained Age range of pupils 3–16 Gender of pupils Mixed Number of pupils on the school roll 1,231 Appropriate authority Interim management board Chair Patricia Barber

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Consultant headteachers

Serge Cefai Eammon Connolly Colette Dora-Hannon Telephone number 020 8853 6250 Website www.stmatthewacademy.co.uk Email address info@stmatthewacademy.co.uk Date of previous inspection 6–7 March 2013

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Information about this school

 St Matthew Academy, an all-through school, is much larger than the average-sized secondary school. The Catholic Diocese of Southwark sponsors the academy.  A very high proportion of pupils are from minority ethnic groups. The proportion of pupils whose first language is not English is high. The four main groups include pupils of African and Caribbean heritages, pupils from Other White background, and White British pupils.  A high proportion of pupils are eligible for free school meals.  The proportion of pupils who have special educational needs and/or disabilities receiving support is well above the national average. The proportion of those with a statement of special educational needs or an education, health and care plan is in line with the national average.  The proportion of pupils who join or leave the school other than at the usual times is above average  The school meets the government’s current floor standards at Key Stages 2 and 4. These are the

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Information about this school

minimum expectations for pupils’ attainment and progress.  Following the examination and national test results in 2015, the diocese brought in three headteachers from outstanding Catholic schools to strengthen the leadership team of the school. The team includes the executive headteacher from Sacred Heart Catholic School, a consultant headteacher from St Thomas the Apostle College and a primary consultant from St Thomas More Catholic Primary School. The executive headteacher and consultant headteacher took up their appointments in October 2015. The primary consultant headteacher began working in the primary phase in January 2016.  A number of key senior post holders have resigned from their posts since September 2015. The governors resigned in April 2016 and were immediately replaced with an interim management board. The principal resigned on Sunday 5 June 2016, the day before the inspection was announced.

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Information about this school

 The school does not meet requirements on the publication of information about behaviour and special needs on its website.

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Information about this inspection

 The inspection was converted from a section 8 short inspection to a full section 5 inspection over two days.  Inspectors observed a range of learning activities, including 35 parts of lessons. Of these, 15 were joint observations with senior leaders. The inspectors also scrutinised pupils’ work and visited a few registrations.  Meetings were held with the executive headteacher and consultant headteachers, other senior and middle leaders, the chair of the interim management board and one other board member, the director of children’s services in Lewisham, the director of education and the education consultant from the Archdiocese of Southwark.  The lead inspector held a telephone conversation with a parent, met with a few parents and accepted two written submissions from them. The inspection team also took account of the response to the online Parent View questionnaire.  The inspectors met with four groups of pupils and spoke to pupils across the year groups and phases

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Information about this inspection

during the inspection. Inspectors also listened to groups of pupils reading in the primary phase.  The inspectors observed the school’s work and looked at a range of documentation. This included the school’s self-evaluation and action plan, records of senior and middle leaders’ evaluation of examination results, assessment information on pupils’ progress; logs and records of behaviour and attendance, and records of governors’ meetings, including meetings held by the interim board. External reviews of the school’s work were also scrutinised.  Information on the very few pupils who attend a local authority pupil referral unit, New Woodlands, was evaluated.

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Inspection team

Carmen Rodney, lead inspector Claire Mujumdar Rosemarie McCarthy Her Majesty’s Inspector Ofsted Inspector Ofsted Inspector Denise James-Mason Sherlyn Ramsay Brian Simber Ofsted Inspector Ofsted Inspector Ofsted Inspector guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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Inspection team

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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Inspection team

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/government/organisations/ofsted

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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