St Matthew's CofE Primary School

St Matthew's CofE Primary School

Address: Linkfield Lane, Redhill, Surrey, RH1 1JF Unique reference number (URN): 144994

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders communicate their clear expectations to pupils, parents and carers regarding behaviour and attendance successfully. They work with families, including new arrivals, to ensure these expectations are well understood by the whole community. Pupils value their time at St Matthew’s. They are reluctant to miss lessons, experiences and friendships by being absent. Leaders are relentless in their approach in making sure no pupil misses out. As a result, attendance is higher than the national picture. When there are concerns about attendance, leaders use their detailed knowledge of pupils and their families, along with their trusted relationships, to put targeted support in place.

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Attendance and behaviour Strong standard

Pupils’ behaviour is excellent. There is a well-established culture of positive behaviour throughout the school. This helps pupils to learn in a calm and purposeful environment. Staff and pupils are excellent role models who consistently reinforce high expectations. They apply the agreed rules fairly and decisively. Pupils understand the behaviour policy. They strive to reach ‘brilliant’ by trying hard and being kind. Leaders do not tolerate any forms of bullying or discrimination. Leaders make thoughtful adaptions to their approach to behaviour to meet the needs of some pupils. This means that all pupils can participate fully, achieve success and thrive.

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Inclusion Strong standard

Inclusion sits at the heart of the school’s ethos. Staff value every pupil, treat them as individuals and support them to thrive. Leaders have established effective identification procedures. This ensures that staff act on any emerging concerns swiftly. Many pupils join and leave at various points of the school year. Numerous pupils join the school with varying levels of spoken and written English. Leaders have developed effective systems that welcome, assess and support new pupils. Every new family receives a home visit, whichever year group or time of year their child joins. This ensures that leaders know exactly every pupils’ strengths, challenges and circumstances from the time they start.

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Inclusion Strong standard

Staff make thoughtful adaptations to help pupils learn successfully alongside their peers. This includes pupils who attend the ‘Sun’ class, the school’s specialist resource centre. Staff use specialist advice and expertise well.

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Inclusion Strong standard

Leaders use additional funding to great effect. Disadvantaged pupils benefit from a carefully planned package of support. This support widens pupils’ opportunities and experiences successfully. Teachers provide tailored support for disadvantaged pupils, benefiting their academic and pastoral needs. Pupils with additional needs learn very well in this school.

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Personal development and wellbeing Strong standard

The personal development and well-being programme is thoughtfully planned. It consistently broadens pupils’ experiences and prepares them well for life in modern Britain. Leaders gather detailed information about pupils’ previous experiences, interests and prior

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Expected standard

knowledge. This enables leaders to shape a programme that is carefully tailored to the specific needs and experiences of each pupil and each cohort.

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Expected standard

Leaders ensure that staff receive appropriate training to deliver the programme effectively. Teachers adapt learning thoughtfully to meet pupils' needs. As a result, pupils with special educational needs and/or disabilities participate fully in lessons and learn well.

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Expected standard

Pupils develop a secure and detailed knowledge on a broad range of personal development themes. They understand protected characteristics, equality and the importance of treating others fairly. They learn about healthy relationships and how to keep themselves safe. The curriculum makes a significant contribution to pupil's social, moral, spiritual and cultural development. Pupils learn about different cultures, faiths and perspectives. They appreciate diversity, value inclusion and treat others with respect and fairness. Pupils understand British values securely.

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Expected standard

There is a broad range of leadership opportunities. This helps pupils to develop responsibility and contribute to the life of the school. Roles such as worship leaders enable pupils to influence school life. Sports leaders take pride in their role. They are enthusiastic about supporting younger pupils at the ‘physi fun’ after school club. Older pupils act as positive role models for younger pupils.

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Expected standard

Leaders place a high priority on developing pupils’ talents and interests. There is an extensive programme of clubs. Leaders ensure that all opportunities are accessible to all pupils. They analyse participation rates carefully to identify underrepresented pupils. They take targeted action to encourage their involvement. As a result, all pupils benefit from the school's rich extra-curricular offer.

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Achievement Expected standard

Typically, pupils learn well across the curriculum. They make secure progress from their starting points. This includes pupils with special educational needs and/or disabilities. Pupils show this in the work they produce and the confidence they have when talking about their learning. For example, children in the Reception Year have successfully learned how to hold a pencil correctly. They were able to support their friends in getting the pencil grip just right.

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Achievement Expected standard

By the end of Year 6, pupils attain in line with other children nationally in reading, mathematics and writing. This includes for disadvantaged pupils who attain close to disadvantaged pupils nationally.

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Achievement Expected standard

Results over time in phonics and the multiplication check show that pupils have not attained highly enough. Current leaders have taken decisive and successful actions here. On the whole, current pupils learn to read and recall their times tables well.

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Curriculum and teaching Expected standard

Leaders have established a curriculum that is well sequenced. The curriculum design supports pupils to build and remember knowledge over time. Leaders prioritise the learning of basic skills. For example, teachers ensure that pupils have the time to practise being able to count and calculate, as well as form their letters and digits correctly.

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Curriculum and teaching Expected standard

Typically, the teaching of the curriculum is effective. When pupils join the school, staff are quick to check any gaps in learning. Teachers draw on their solid understanding of pupils’ needs and barriers. They ensure that adaptations to pupils' work are exactly the right ones to make a difference to learning.

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Curriculum and teaching Expected standard

There are many elements of teaching that are very successful. Teachers explain new content clearly, exhibiting secure subject knowledge. They recap previous learning well. However, occasionally, misconceptions are not spotted quickly enough in lessons. Leaders understand the quality of teaching and learning across the school comprehensively. They have suitable plans in place to improve teaching further.

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Curriculum and teaching Expected standard

There have been many improvements to the teaching of phonics. Leaders have increased the precision with which staff identity pupils who need additional support to keep up with their peers. However, there remains a little variation in the consistency of phonics teaching.

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Early years Expected standard

Children benefit from a caring and warm environment. Close relationships permeate across the early years, including with parents and carers. Staff know the children and their families well. As a result, children develop a sense of security, belonging and trust.

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Early years Expected standard

The curriculum is well sequenced. It takes into consideration children’s starting points and interests. The curriculum identifies the key knowledge that children need to know to be ready for key stage 1 clearly. On the whole, children progress well from their starting points. They develop resilience, independence and positive attitudes, which prepares them well for Year 1.

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Early years Expected standard

Typically, staff support the development of early reading, writing and mathematics well. Mostly, children develop their phonics knowledge successfully. Children develop a love of stories. On the whole, staff use conversations with children to help children learn more vocabulary and deepen their learning. However, leaders recognise that maximising the consistency of high-quality interactions would strengthen the setting further.

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Early years Expected standard

Staff provide effective support for those children who need more help. Teachers check systematically what children can do and have remembered. They identify and act on children’s next steps swiftly. Staff support children with special educational needs and/or disabilities well.

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Leadership and governance Expected standard

Leaders, staff, trustees and local governors share an inclusive vision where they aim high for all pupils. They seek to continually improve the school and enhancing pupils’ life chances. This collective commitment underpins their work to ensure that pupils achieve academically and socially. This is regardless of pupils’ starting points or circumstances.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school’s strengths and the areas for development. Their monitoring processes give them a detailed picture of what is working well and what could be even better. Governors and trustees are dedicated to their roles. They fulfil their statutory responsibilities and understand the unique context of the school well. Governors make effective use of training to deepen their understanding. This allows them to provide the appropriate support and challenge.

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Leadership and governance Expected standard

On the whole, staff feel valued and supported to carry out their roles. The staff team work collaboratively. They have a shared sense of purpose to continually enhance provision for pupils. Leaders consider the impact on staff wellbeing and workload when making changes that will benefit pupils. Leaders ensure that staff benefit from a comprehensive professional learning package. This includes opportunities tailored to staff’s individual interests and school priorities.

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Leadership and governance Expected standard

The support and care that leaders provide to pupils and their families means that, typically, parents and carers speak positively about the school. Leaders work closely with external agencies and professionals. This helps pupils who need additional support with learning, behaviour or wellbeing.

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What it's like to be a pupil at this school

This is a school where everyone, pupils and staff alike, ‘aim high’. Staff hold high aspirations for all. Many pupils leave and join St Matthew’s during the school year. Every pupil, however long they stay, is greeted warmly and becomes an integral part of this thriving and close-knit community. This inclusive school extends far beyond the classroom, embracing pupils, parents and staff with a shared culture of belonging and understanding.

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What it's like to be a pupil at this school

Pupils are proud of their school which is full of joy. They start the day with beaming smiles as they enter the school gates. Attendance rates are high. Pupils feel safe and know they are well cared for by the adults who work in the school. They say that bullying is not a feature of school life. Pupils know how to report a worry and have many trusted adults to pick from. They have faith in staff to deal with any issues quickly.

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What it's like to be a pupil at this school

Pupils’ behaviour is excellent. They are eager to learn and try their best in lessons. Pupils are very kind to each other, encouraging and building each other up. Children in the early years develop a love of learning. They understand the importance of working together, sharing and taking turns

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What it's like to be a pupil at this school

Pupils learn well which, on the whole, is reflected in published outcomes. Staff understand how to support pupils with any barriers to learning precisely. Pupils are well prepared for the next stage of their education. Pupils benefit from an extensive personal development programme which broadens their experiences. This programme is tailored to pupils’ needs closely. During the inspection, pupils participated in enrichment week. Key stage 2 pupils were learning how to paddleboard, kayak and sail, developing confidence, resilience and learning new skills.

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Next steps

Leaders should continue to strengthen the consistency of teaching, including in phonics, so that pupils achieve consistently well over time. Leaders should support staff to develop the expertise they need to consistently develop children’s language, vocabulary and understanding through high-quality interactions in the early years.

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About this inspection

This school is part of the Southwark Diocesan Board of Education multi-academy trust (SDBEMAT), which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Mark Burnett, and overseen by a board of trustees, chaired by Jonathan Sedgwick.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher, the senior leadership team and other school staff. An inspector met with the vice chair of trustees, the chief education officer and the deputy chief education officer from the SDBEMAT. They also met with four members of the local governing board, including the chair. An inspector also spoke to the school improvement partner employed by the SDBEMAT and the education advisor from Diocese of Southwark. Inspectors engaged with pupils throughout the inspection. They spoke to some parents at the start of the school day.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Southwark. Its last section 48 inspection was in March 2020.

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About this inspection

The school includes a resourced provision for up to 29 pupils with autism spectrum disorder.

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About this inspection

The school operates a nursery from the same premises for 3- and 4-year-olds.

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About this inspection

The headteacher took up her role in September 2024.

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About this inspection

The school currently uses no alternative provision.

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Team inspectors:

Kirstine Boon, Ofsted Inspector Ed Mather, His Majesty's Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

National average: 300 Headteacher: Kate Penfold

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 67% 62% Close to average

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average

2023/24 (final) 56% 61% Close to average

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average

2022/23 (final) 61% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 76% 75% Close to average

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average

2023/24 (final) 76% 74% Close to average

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national average

2022/23 (final) 76% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (final) 76% 72% Close to average

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average

2023/24 (final) 70% 72% Close to average

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average

2022/23 (final) 65% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 78% 74% Close to average

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average

2023/24 (final) 66% 73% Close to average

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average

2022/23 (final) 69% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (final) 47% 47% Close to average

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average

2022/23 (final) 53% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (final) 59% 63% Close to average

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average

2023/24 (final) 57% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 65% 59% Close to average

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average

2023/24 (final) 50% 58% Close to average

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national average

2022/23 (final) 59% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 65% 61% Close to average

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average

2022/23 (final) 65% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 4.8% 5.2% Close to average

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national average

2023/24 (3 term) 4.9% 5.5% Close to average

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national average

2022/23 (3 term) 6.2% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 14.8% 13.0% Close to average

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national average

2023/24 (3 term) 13.5% 14.6% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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