Matford Brook Academy

Matford Brook Academy

Address: March Close, Matford, Exeter, Devon, EX2 0BZ Unique reference number (URN): 143724

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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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Achievement Expected standard

The school has grown since opening 3 years ago. A small number of pupils have sat the phonics screening check. There are no other published outcomes about pupils’ achievement available. This is because the school is opening to different year groups over time.

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Achievement Expected standard

In the primary phase, pupils secure the foundations that they need, such as developing their handwriting and their knowledge of number. In the wider curriculum, they start developing their understanding in subjects like science. For example, they learn how to classify animals into groups depending on what they eat. This learning is preparing pupils well for key stage 2.

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Achievement Expected standard

In the secondary phase, pupils generally progress well through the curriculum in each subject. They gain knowledge and understanding to get them ready for their next steps. For instance, pupils widen their vocabulary in Spanish through topics such as finding their way around a city. Pupils generally develop their verbal and written language well. Any gaps in their reading skills close over time.

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Attendance and behaviour Expected standard

Most pupils attend school well. Leaders review pupils’ attendance regularly and identify any patterns in their absence. Leaders use this information to identify pupils who need support. As a result, rates of persistent absence have decreased, including for disadvantaged pupils and those with special educational needs and/or disabilities. A minority of pupils have experienced disruption to their education before joining the school. Their attendance is typically lower when they first start at the school. Leaders work well with families and external partners to help these pupils attend school more often. Consequently, the attendance of these pupils improves over time.

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Attendance and behaviour Expected standard

Leaders have high expectations of pupils’ conduct. By tailoring the support they provide to pupils, leaders have improved behaviour over time. This is reflected in falling rates of suspension. Pupils behave well around the school and are respectful of staff and each other. Staff are caring and build positive relationships with pupils. Pupils follow routines willingly and have positive attitudes to learning. Bullying is rare. Leaders and staff promote a consistent message of ‘not here, not anywhere’ when it comes to discrimination or harassment. Pupils are confident that staff deal with any unkind words or actions quickly and effectively.

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Curriculum and teaching Expected standard

The school’s curriculum is planned to build pupils’ knowledge step by step. For example, pupils learn words in the pre-school and Reception Year which support their learning in key stage 1. As the school expands into key stage 4, leaders are ensuring a suitable breadth of qualifications to prepare pupils for their next steps. Teachers generally have the subject knowledge they need to implement the curriculum effectively. Leaders build teachers’ expertise to bring about improvements when necessary.

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Curriculum and teaching Expected standard

On the whole, teachers use assessment well to check for pupils’ misconceptions. At times, however, teachers do not remedy gaps in pupils’ knowledge. This sometimes limits the depth of pupils’ understanding.

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Curriculum and teaching Expected standard

Effective teaching in the primary phase enables pupils to secure the foundations that they need in basic skills, such as reading and number. The school’s early reading programme builds pupils’ reading fluency. Older pupils also receive the support they need to become confident readers. These basic skills provide pupils with the foundations they need to learn other subjects.

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Curriculum and teaching Expected standard

Staff generally make successful adaptations for pupils with special educational needs and/or disabilities (SEND). For example, leaders make sure that staff consider education, health and care plans carefully when planning teaching.

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Early years Expected standard

Leaders have effective oversight of the early years provision. This ensures that children are happy and safe, including the youngest children in the nursery. Staff know children’s individual needs well. This helps leaders identify when a child might need extra support, such as children with special educational needs and/or disabilities.

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Early years Expected standard

Children benefit from a carefully planned curriculum across all areas of learning. Reading is prioritised. Children develop a love of books, stories and rhymes, and recall them well. As soon as they join the Reception Year, pupils start learning the sounds they need to read accurately. Leaders ensure that pupils who need any extra help with this receive it quickly.

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Early years Expected standard

Staff ensure that children are familiar with routines. Children build their independence, such as learning to put on their own aprons for painting time. Staff support children’s health and wellbeing, teaching them the importance of toothbrushing, for example.

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Early years Expected standard

On the whole, teaching and assessment in the early years are effective. Leaders know where there are strengths and areas for further development in the provision. For example, interactions between staff and children are generally high quality. However, staff occasionally miss opportunities to extend children's language.

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Inclusion Expected standard

Leaders have a secure understanding of the needs of disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND). When pupils join the school, leaders are quick to identify any help that they require. This includes for the significant number of pupils who join during the school year.

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Inclusion Expected standard

Leaders provide regular training to staff about pupils with SEND. This enables staff to keep up with changes to pupils’ needs and support. Staff receive useful information from leaders about how to make adaptations for pupils. Leaders monitor pupils’ progress closely. For example, they check that academic or pastoral interventions are making the difference they intend. Leaders plan carefully how to spend pupil premium funding to support disadvantaged pupils. If strategies need changing, leaders make the necessary adjustments.

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Inclusion Expected standard

Leaders pay close attention to changes in pupils’ circumstances, such as for those who are known to children’s social care. Leaders have developed effective processes for gathering information from external agencies and sharing it with staff. This helps staff to plan the right support for these pupils.

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Inclusion Expected standard

Leaders use alternative provision appropriately. They maintain effective oversight of pupils when they attend these settings. This helps to keep them safe and cared for.

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Leadership and governance Expected standard

Leaders have a thorough understanding of the school’s strengths and areas for development. Through effective routines for evaluating their work, leaders identify areas for ongoing improvement. Leaders prioritise the right actions for developing the school. They have raised pupils’ attendance and improved behaviour, for example.

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Leadership and governance Expected standard

Through an effective professional learning programme, leaders enhance teachers’ expertise. As the school extends into key stages 2 and 4, leaders are ensuring that staff have the subject knowledge they need to teach the expanding curriculum. In the early years, leaders continue to enhance staff expertise to meet the needs of children. Staff newest to teaching receive the support they need to continually develop.

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Leadership and governance Expected standard

Trustees and local governors understand the school’s context. They have provided stability and support at a time of rapid change for the school. Trustees and local governors ensure that the school meets its statutory duties, such as in careers education. Leaders provide trustees and local governors with the information they need to gain insights into the school’s effectiveness. For example, leaders keep them up to date with pupils’ attendance. Trustees and local governors hold leaders to account well, challenging them to make further improvements.

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Leadership and governance Expected standard

Leaders ensure that staff wellbeing is a priority. They take appropriate action to manage staff workload.

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Leadership and governance Expected standard

Leaders engage well with parents. Staff draw on these relationships to understand and meet pupils’ needs. These partnerships contribute positively to pupils’ feeling of belonging.

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Personal development and wellbeing Expected standard

Leaders have a clear vision for pupils’ personal development. Through the ‘discovery’ programme, for example, pupils have regular opportunities to enjoy different activities. They try out sports, such as tennis and rounders. They learn about artificial intelligence or perform in a music group. Leaders ensure that disadvantaged pupils benefit from these opportunities. Pupils follow a suitable relationships education curriculum. They learn how to keep themselves safe, including when online. Pupils know the importance of maintaining a healthy lifestyle, including the benefits of regular exercise and being sociable. Older pupils understand how their bodies will change and the importance of consent.

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Personal development and wellbeing Expected standard

Pupils learn about different beliefs and faiths. Through trips, such as to London, pupils gain first-hand experiences of what it is like to live somewhere different. They discover local history through museum visits and other cultural experiences.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils develop their understanding of fundamental British values. Pupils learn about the importance of respecting and celebrating differences between people and their cultures. Staff promote the school’s value of community. Pupils get to know each other across different age groups through ‘community dining’, for instance.

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Personal development and wellbeing Expected standard

Leaders provide opportunities to develop pupils’ independence. They have set up projects for pupils to build their self-confidence, such as an ‘empowering girls’ group. Some pupils take on leadership responsibilities and capture the opinions of their peers. Pupils in these positions make a positive contribution to the school, such as through environmental work.

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Personal development and wellbeing Expected standard

The careers education programme helps pupils to start thinking about their future options. Pupils learn about careers by meeting with employers face to face. Leaders keep the careers programme under close review as new year groups open at the school. For example, leaders ensure that pupils receive appropriate guidance about their GCSE options.

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

Pupils enjoy their learning. In lessons they gain subject knowledge and develop their written language. This is reflected in the quality of pupils’ work, which is in line with age-related expectations. Effective teaching ensures that pupils acquire the skills they need for the future. For example, pupils learn to read and they build their mathematical skills over time. In the nursery and pre-school, staff help children develop their language and communication skills. This prepares them well for Reception Year and key stage 1.

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

Pupils feel a sense of belonging to the school. They know and understand the school’s motto, ‘we write our story’. Pupils feel known as individuals. They enjoy positive relationships with staff. Staff pay close attention to pupils’ needs. They help pupils who face barriers to learning and/or wellbeing feel part of day-to-day school life. For example, disadvantaged pupils and pupils with special educational needs and/or disabilities are well supported. Pupils benefit from a wide range of broader experiences. The school has planned extra-curricular activities so that all pupils can participate. Pupils develop their teamwork through sports and taking part in challenges, such as design competitions. Musical opportunities widen pupils’ artistic and cultural experiences well.

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

Pupils are safe. Most attend school regularly. A significant number of pupils join during the school year. Staff get to know these pupils quickly and provide the support they need. Pupils are respectful. They are generally keen to uphold the school’s values of scholarship and kindness. This is reflected in their positive attitudes to learning and the way that they treat each other. On the rare occasions that bullying occurs, staff deal with it quickly and effectively. When they need it, pupils receive help to improve their behaviour.

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Next steps

Leaders should ensure that staff use assessment effectively to identify gaps in pupils’ learning, so that they can adapt teaching and remedy these gaps. Leaders should continue to raise all pupils’ attendance and reduce persistent absence further. Leaders should embed approaches to engaging children in high-quality interactions in the early years, so that staff consistently extend children’s language.

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About this inspection

The school is part of the Ted Wragg Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Moira Marder, and overseen by a board of trustees, chaired by Andrew Mulcock.

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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 (HMIs) or by Ofsted inspectors (OIs) who have previously served as HMIs.

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About this inspection

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.

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About this inspection

Inspectors spoke with pupils, staff, school leaders, teachers, trust leaders, trustees and local governors during the inspection.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

Pupils started attending this new school from September 2024. The number of pupils attending the school has increased as it has opened more year groups. At the time of the inspection, there were 300 pupils on the school roll, of which 18 pupils had education, health and care plans.

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About this inspection

The school uses 3 alternative providers, including 3 that are unregistered.

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Team inspectors:

Sarah Jane Tustain, Ofsted Inspector Chris Challis, Ofsted 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?

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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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

2023/24 (3 term) 8.4% 8.9% 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

2023/24 (3 term) 27.3% 25.6% 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

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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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