St Matthias School

Inspection of St Matthias School Deans Road, Wolverhampton, West Midlands WV1 2BH

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Good 3 and4 December 2024

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What is it like to attend this school?

‘Everyone belongs here’ is evident in all aspects of school life. Staff insist that all pupils should be treated with respect and kindness. They are passionate about working with pupils and their families to ensure that pupils are ready to learn.

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What is it like to attend this school?

The school provides a calm and orderly environment. Behaviour is good. Pupils appreciate how caring the school is. They enjoy coming to school and feel safe. In lessons, there are clear routines and expectations that pupils understand and follow. Pupils have respect for each other, and this is evident through the way they take turns and listen to the views of others.

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What is it like to attend this school?

The curriculum has undergone significant change since the last inspection. Pupils now can study a wider range of subjects, including design technology and separate sciences. It reflects high aspirations, including for those pupils with special educational needs and/or disabilities (SEND). Pupils achieve well in many subjects.

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What is it like to attend this school?

The school provides many opportunities for pupils to enrich their social and cultural understanding. The annual culture day is enjoyed by staff and pupils and allows everyone in the school community to share aspects of their culture.

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

In many subjects, teachers have planned a curriculum that is challenging and meets the interests of learners. Teachers explain new ideas clearly and carefully check how well pupils understand their work. Many ask probing questions to deepen pupils’ understanding and make good use of new technologies to identify gaps in pupils’ knowledge. The school has developed strategies to help pupils remember the important knowledge. However, in a few subjects, teaching does not enable all pupils to learn and remember the planned curriculum well enough. As a result, there is some variation in pupils’ achievement in different subjects.

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

The school takes care to identify pupils who have SEND. Pupils with SEND, including those who attend the school’s specially resourced provision are supported well. For example, pupils are provided with clear instructions, visual aids and thinking time when answering questions to help them achieve in line with their peers. Teaching assistants are used effectively to support pupils to become more independent in their learning.

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

The school carefully tracks pupils’ reading skills and provides regular opportunities to read in class and during form time. The school promotes reading through activities like author visits and ‘book swap day’. Pupils are rewarded for reading regularly and many pupils enjoy reading. Weaker readers receive effective targeted support from trained staff and their progress is carefully monitored.

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

Attendance is improving and is in line with schools nationally. Any attendance concerns are followed up in a timely way. External help is sought when necessary. Pupils behave well, in lessons and around the school. Relationships between pupils and staff are 3 and4 December 2024

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positive, courteous and respectful. When inappropriate behaviour occurs, staff and pupils talk about what went wrong and how the situation could be avoided in the future.

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Personal, social and health education has been carefully planned. Pupils have regular lessons where they talk about issues like bullying or drugs. Pupils recognise that the school is helping them to become responsible and respectful citizens. Pupils have opportunities to demonstrate leadership skills. For example, as school ambassadors or fund-raising for the community. They can also take part in a wide range of clubs and activities.

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The school offers a well-structured careers programme. Pupils have opportunities to understand more about the world of work and most pupils feel ready for their next steps in life and education. However, too many pupils do not stay in sustained education or training when they leave school. The school recognises further measures are needed to ensure that pupils have the information, skills and opportunities they need to make the right decisions about their future.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Currently, the curriculum and teaching in a few subjects is not as effective as is could be. As a result, pupils do not achieve well enough in a small number of subjects. The school needs to strengthen the curriculum in these subjects and ensure that it is implemented effectively in the way that leaders intend.  Some pupils do not have the knowledge and skills they need to sustain their chosen education or training pathway. As a result, too few pupils currently move from the school into sustained education or training. Support pupils to be better prepared for life after school by ensuring they understand the knowledge and skills they will need to succeed in their next stage of education, employment or training.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 3 and4 December 2024

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 3 and4 December 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 26 and 27 November 2019, under section 8 of the Education Act 2005

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Information about this school

 The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.  The school has specially resourced provision for deaf pupils. Currently, 6 pupils attend this provision.  The school uses one registered and two unregistered alternative provisions.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade. 3 and4 December 2024

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 Inspections are a point-in-time evaluation about the quality of a school's education provision.  This was the first routine inspection the school received since the COVID 19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and other senior staff. An inspector met members of the school’s governing body and a representative from the local authority.  Inspectors carried out deep dives in these subjects: English, mathematics, business studies, history, design technology and modern languages. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors spoke with several groups of pupils and observed their behaviour during

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break- and lunchtimes. They considered pupils’ views expressed through the Ofsted’s online survey.  Inspectors met with groups of staff and considered the views expressed through Ofsted’s online survey.  Inspectors took account of parents’ views through Ofsted Parent View.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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Inspection team

Deborah James, lead inspector Ofsted Inspector

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Inspection team

Simon Smith Ofsted Inspector 3 and4 December 2024

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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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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