St Matthew's CofE Primary School

Inspection of a school judged good for overall effectiveness before September 2024: St Matthew’s CofE Primary School Mill Lane, Normanton-on-Trent, Newark, Nottinghamshire NG23 6RW

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Outcome

St Matthew’s CofE Primary School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Pupils enjoy their learning and are happy to come to school. They feel safe and are kept safe here. Pupils care about one another and treat each other with kindness. They are polite and show respect to their teachers and their classmates.

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What is it like to attend this school?

Pupils benefit from high expectations of what they can do and achieve. Pupils have positive attitudes to their learning. They find their lessons interesting. Pupils work hard and achieve well across the curriculum. They follow the school’s core values: ‘aim high and fly high’.

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What is it like to attend this school?

The school is a calm and orderly place. Pupils behave well. They respond well to the school’s clear approach to behaviour. Pupils say that ‘bullying is not tolerated in our community’. If it happens, they are confident that staff will take action to deal with it. Pupils know that if they have concerns, staff are always available to talk to them.

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What is it like to attend this school?

Pupils engage with a wide range of experiences in their time at the school that develop their character. Parents and carers are overwhelmingly positive about the school. One parent, typically, commented, ‘My daughter could not be happier at this school. She is thriving, loves her teachers and the learning and has good friends. She is comfortable and confident.’

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

The school has developed an ambitious curriculum. This meets the requirements of the national curriculum. The school ensures that the knowledge it wants pupils to learn in subject curriculums has been logically sequenced. This is done effectively for mixed-age classes. Mostly, this means pupils revisit and embed key concepts over time. For example, 10 December 2024

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in geography, Year 2 pupils learn about the poles and how to use simple maps. By Year 6, pupils apply their knowledge of both physical and human geography and climate change in their work. In art in Year 2, pupils learn how to mix colours and learn about different textures, and by Year 4, pupils apply these skills using charcoal and chalk to create artwork in the style of Degas. In mathematics from the early years to Year 6, pupils build their understanding of mathematical concepts logically and systematically. However, on occasion, some older pupils do not have regular opportunities to practise and apply their knowledge. Sometimes, pupils are not as successful as they might be in mathematical reasoning and problem-solving work.

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Mostly, the planned curriculums are well implemented. For example, staff check pupils’ learning regularly to identify any errors or misconceptions. However, in a few areas, teachers do not focus sharply on the key knowledge pupils need to learn. When this happens, pupils do less well.

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Staff teach phonics effectively. Children in the early years and those at the early stages of reading develop the phonics knowledge and skills they need to read well. In English, carefully considered steps in learning enable pupils to develop their reading and comprehension skills. Pupils quickly become fluent readers. Teachers identify pupils who may be falling behind in their reading. These pupils receive the extra support they need to catch up. Books are available both inside and outside of classrooms for pupils to enjoy.

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The school ensures that special educational needs and/or disabilities (SEND) are accurately identified. It seeks appropriate advice from external agencies to support pupils’ specific needs. Staff provide effective support for pupils with SEND in lessons to access the same curriculum as their peers. Pupils with SEND learn well.

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Children in the early years have a positive start to their education. They play well together and interact positively with staff. Staff provide many opportunities both inside and outside of the classroom for children to develop physically and socially. Routines are very well established. Several parents expressed delight and confidence in their children’s experiences in early years.

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Behaviour is good. Pupils understand that some pupils need support with their behaviour due to their additional needs. The school has effective systems for ensuring that pupils attend school regularly and on time. Consequently, most pupils attend well.

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The programme for personal development is strong. It broadens pupils’ horizons and provides many opportunities to experience the world beyond Normanton-on-Trent, such as theatre trips and residential stays. Pupils understand equality, diversity and fundamental British values. They learn about world religions and people from different cultures. Pupils know about the importance of good physical and mental health, as well as healthy relationships. The school develops pupils’ talents and interests well, such as in archery, football, playing the ukelele and climbing.

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Governors are fully informed about the school. They hold leaders to account, but also support them to bring about improvements. Governors fulfil their statutory responsibilities 10 December 2024

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well. Staff are proud to work at the school. They say that leaders support their well-being and workload.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In mathematics, some pupils do not have regular opportunities to apply their mathematical reasoning skills in lessons. Consequently, these pupils are not as confident as they need to be in their approach to problem solving in the subject. The school needs to ensure that pupils engage routinely in opportunities to practise mathematical reasoning so that they improve their problem-solving skills.  In some foundation subjects, the planned curriculums are, on occasion, not well implemented. Teaching does not sharply focus on the key knowledge pupils need to learn. Consequently, some pupils do not learn as well as they could. The school should ensure that teachers have the expertise to deliver the intended curriculum in all subjects so that pupils build the knowledge they need.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in June 2015. 10 December 2024

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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.

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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). 10 December 2024

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School details

Local authority Nottinghamshire County Council

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School details

Appropriate authority The governing body

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School details

Website stmatthewscofeprimaryschool.co.uk

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School details

Date of previous inspection 6 February 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Kite Primary Federation.  The school does not use alternative provision.

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Information about this inspection

 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. The lead inspector discussed the impact of the pandemic with the school and inspectors have taken that into account in their evaluation of the school.  Inspectors held meetings with the headteacher and leaders responsible for behaviour, attendance, reading and personal development. Inspectors also held discussions with school curriculum leaders.  Inspectors visited a sample of lessons, spoke with teachers, spoke with some pupils about their learning and looked at samples of pupils’ work. 10 December 2024

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 To evaluate the effectiveness of safeguarding, the lead inspector: 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.  Inspectors considered pupils’ behaviour at various times of day, including in lessons, around the school site and at lunchtime.  The lead inspector took account of the responses to the Ofsted online surveys for staff and parents.  The lead inspector met with the chair of the governing body and other governors.  The lead inspector spoke with the local authority school improvement adviser.

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Inspection team

Stephen Long, lead inspector Ofsted Inspector

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Inspection team

Dave Ellison-Lee Ofsted Inspector 10 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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