St Matthew's Church of England Primary and Nursery Academy

Nursery Academy

Address: 1 Peregrine Road, Plymouth, Devon, PL6 5FN Unique reference number (URN): 140425

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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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Early years Strong standard

Leaders are highly knowledgeable about effective early years provision. They ensure that children get off to a flying start, right from their time in 'Mini Matts'. Leaders adapt the ambitious curriculum, and the inside and outside provision, in response to the needs and interests of each cohort. They carefully monitor children's progress. Leaders use this information, alongside regular engagement with parents and carers, to make astute decisions about the next steps in learning for each child.

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Early years Strong standard

Leaders and staff know children well, including those with special educational needs and/or disabilities, and use adaptations such as visual timetables, targeted support and planned transitions to help children access learning successfully. Adults consistently lead play and model purposeful interactions which helps children's speech and vocabulary develop quickly.

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Early years Strong standard

Leaders prioritise reading, handwriting, spelling and understanding of number. They ensure that activities and resources in the early years are targeted to develop pupils' fine motor skills. For example, good handwriting bookmarks, line guides to support number and letter formation, ten frames to represent class attendance, and an activity where children match the scooters to a numbered parking bay.

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Early years Strong standard

Children are happy and flourish in this setting. They are extremely well prepared for their next steps. This is reflected in the high number of children who meet a good level of development. This has been consistent over several years.

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Achievement Expected standard

Generally, pupils achieve well as reflected in published outcomes over time. In phonics and the Year 4 multiplication tables check, pupils consistently achieve above national averages. Leaders respond quickly if there is a dip in pupils' performance. For example, in writing, where they now ensure a greater focus in the curriculum on writing for a specific purpose. Leaders know there is more work to do to strengthen the achievement of disadvantaged pupils. However, pupils with special educational needs and/or disabilities including those who access 'The Den' provision, typically make secure progress from their starting points.

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Achievement Expected standard

Leaders prioritise closing gaps in pupils' foundational knowledge. For example, an enhanced focus on handwriting has led to improved letter formation and greater accuracy in pupils' joined up writing. Leaders have identified spelling as the next focus area. This work is in its early stages.

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Achievement Expected standard

On the whole, pupils are well prepared for their next steps between year groups, key stages and finally into secondary school.

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Attendance and behaviour Expected standard

Attendance On the whole, pupils attend school regularly. However, for a small group of disadvantaged pupils, attendance remains too low. Leaders carefully track pupils' attendance over time. If attendance starts to decline, they intervene quickly and effectively to support pupils and their families. For example, leaders introduced an 'early bird' breakfast for Year 6 pupils last year which had a positive impact on improving their attendance leading up to national tests. Other strategies are more tailored to the needs of individuals such as working with the school's family support worker.

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Attendance and behaviour Expected standard

Behaviour Leaders have recently adjusted the school's behaviour policy. Pupils say it is fair and implemented consistently. As a result, pupils typically behave well and show a positive attitude towards their learning. A small number of pupils, some with special educational needs and/or disabilities, continue to find it difficult to regulate their emotions effectively at times. Staff support these pupils well to keep them safe and encourage them to re-engage with their learning.

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Attendance and behaviour Expected standard

Pupils, led by play leaders, engage positively with a range of resources and activities provided at social times. This has reduced the number of behaviour incidents at unstructured times. Occasional incidents of bullying do occur. However, these are not widespread and leaders tackle them quickly and effectively.

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Curriculum and teaching Expected standard

The school's curriculum is broad and ambitious. It reflects the local context of the school, such as Plymouth's link with the military, whilst also supporting pupils to build their knowledge of different subjects over time. Staff are supported to develop the expertise they need across different areas of the curriculum.

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Curriculum and teaching Expected standard

School and trust leaders have a secure understanding of the quality of teaching at the school. They make adjustments to classes and the deployment of adults to best support pupils and enable them to make good progress from their starting points.

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Curriculum and teaching Expected standard

Leaders ensure that the curriculum is generally taught well. Where systems and strategies are consistently embedded such as ‘helping hands’ and ‘flex your maths muscles’, learning is most effective. Typically, teachers present information clearly, promote appropriate discussion and check pupils' understanding carefully. They then make appropriate adjustments to pupils' next steps so that they build their knowledge successfully over time. In some instances, this checking for understanding is not as precise as it could be.

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Curriculum and teaching Expected standard

Pupils with special educational needs and/or disabilities are well supported to access the curriculum. At times this means they follow an adjusted or bespoke curriculum, but the high expectations for what they can achieve are the same.

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Inclusion Expected standard

Leaders and staff accurately identify pupils' needs and carefully assess what additional support they would benefit from. Pupils' individual plans provide meaningful and measurable targets so that leaders can check that pupils are making progress. These are reviewed often and adjusted as required so that support for pupils evolves as they progress through the school.

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Inclusion Expected standard

Leaders use the funding they receive for disadvantaged pupils thoughtfully. For example, to support the recently introduced phonics programme and to contribute towards pupils attending clubs and trips. This is having a positive impact on the progress and experiences of these pupils. However, there is more work to do on improving the attendance and achievement of disadvantaged pupils.

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Inclusion Expected standard

The school provides targeted support for groups of pupils who need something more or different. For example, if pupils experience bereavement, are a young carer, or have a parent in the armed forces they can access specific help from identified adults in school but also attend workshops and other organised activities.

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Inclusion Expected standard

The decision to open an internal provision for a small group of pupils with an education and health care plan has been well planned and considers the needs of individual pupils. Staff, pupils, and parents and carers, value this provision and it is having a positive impact on the pupils who access it.

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Leadership and governance Expected standard

School and trust leaders have an accurate understanding of the strengths and areas of development for the school. They have been responsive to changing numbers and more pupils joining the school with complex additional needs. Leaders have made significant decisions such as changing the school’s phonics programme, re-distributing pupils across classes and recruiting more year leads to develop greater consistency. These have been made in the best interests of children and have led to notable improvements in pupils' experience.

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Leadership and governance Expected standard

Leaders prioritise high quality, evidence informed professional development of all staff. Several leaders within the school are lead practitioners for the trust enabling them to support other schools and gain valuable insight into best practice. Staff benefit from a coaching model which has strengthened their practice in the classroom. Most staff are positive about their experience of working at the school and the support they receive to manage their workload. The trust is committed to exploring how they can further support staff to have an effective work/life balance.

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Leadership and governance Expected standard

Leaders have created opportunities to involve parents and carers in school life. For example, through sharing updates in the 'Beacon' newsletter and enabling parents to attend awards' assemblies. Most parents are supportive of the school. A minority have been unsettled by changes in staffing and feel communication could be further strengthened.

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Leadership and governance Expected standard

Governors and trustees fulfil their statutory responsibilities. They support and challenge leaders appropriately. Governors ensure that leaders are held to account against ambitious school improvement priorities, whilst also being mindful of their wellbeing and workload.

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Personal development and wellbeing Expected standard

Pupils benefit from a broad, inclusive and coherent personal development offer that supports their wellbeing, builds character, develops responsible citizenship and helps prepare them for their next stage and for adult life. They learn how to keep themselves physically and mentally healthy, build positive relationships, and how to stay safe, including online.

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Personal development and wellbeing Expected standard

Leaders celebrate the increasing diversity of the school population through the curriculum. For example, with the introduction of a 'no outsiders' unit of work. Pupils learn about beliefs and religions different to their own, such as Humanism and Judaism, and they have the opportunity to visit different places of worship. Pupils learn about respect, responsibility, and life in modern Britain. They are confident in their understanding of fundamental British values. Children in the early years also start to develop their understanding of values such as democracy through voting for their favourite books.

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Personal development and wellbeing Expected standard

Leaders have set aside Friday afternoons for enrichment opportunities. These are generally well attended. Clubs on offer include fairy tale club, curious scientists, puppet making, podcast club, music ensemble and traditional games. These opportunities help pupils to develop their interests, talents and confidence beyond the academic curriculum. Pupils also benefit from a range of trips, often linked to their curriculum learning, during their time at school. These include local museums, an aquarium and historical sites. Most pupils experience a residential trip during their time at school. This helps to develop their independence and resilience.

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Personal development and wellbeing Expected standard

Leaders take account of pupils’ different needs and circumstances, including pupils with special educational needs and/or disabilities, disadvantaged pupils and those who are less active, so that they can access wider opportunities and appropriate support. Pupils learn about possible careers and consider their own aspirations through events such as the science fayre.

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Personal development and wellbeing Expected standard

Effective pastoral support and wraparound care for all pupils is a strength of the school.

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

St Matthew's is a welcoming, caring and inclusive school. Most pupils attend well and enjoy their learning. Pupils build positive relationships with their peers and staff. Children in the early years quickly learn and follow clear routines. Pupils feel safe in school and can identify adults they would go to with any worries. Pupils are usually respectful towards each other and behave well. If any behaviours fall below leaders' expectations, this is managed quickly and effectively. Pupils feel listened to and know adults will resolve any fallings out or occasional incidents of bullying.

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

Most parents and carers are positive about the school. They value the education as well as the care and nurture that their child receives. Parents of children in the early years appreciate the thoughtful transition, including the opportunity for multiple settling in sessions, to start building strong relationships.

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

Pupils with additional needs or barriers to their learning are well supported and make good progress through the curriculum. Published outcomes reflect that pupils here achieve in line with national averages. Leaders know there is more work to do to strengthen the achievement of disadvantaged pupils.

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

As a Church of England school, pupils enjoy the regular collective worship and celebration of values including hope, trust and forgiveness. Leaders encourage pupils to 'shine their lights brightly' and have a positive influence on their community and beyond. One way pupils demonstrate this is in their commitment to raising money for several charities.

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

Pupils have several opportunities to contribute to school life and begin to take on responsibilities. For example, recently appointed head pupils are excited to share their ideas for change. Play leaders, sports captains, librarians and members of the school council are role models for other pupils and develop attributes such as teamwork and determination.

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Next steps

Leaders should ensure that disadvantaged pupils attend school regularly so that they are able to achieve their full potential, including performing consistently well in national tests, so that they are as well prepared as possible for their next stage of education. Leaders should ensure that highly effective teaching is embedded across all subjects and year groups so that any gaps in pupils’ knowledge continue to close.

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About this inspection

This school is part of St Christopher's 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, Phil Banks, and overseen by a board of trustees, chaired by Andrew Bailey.

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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

This inspection took place from 22 to 23 September 2026.

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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, special educational needs and disabilities coordinator, and other members of the senior leadership team. Inspectors also spoke with teaching staff, support staff, and representatives of the trust and local governing boards.

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About this inspection

The inspectors confirmed the following information about the school:

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Team inspectors:

Nicola Bray, Ofsted Inspector Sophie Laing, Ofsted Inspector Claire Bunting, 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 22 September 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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500

Well above average This school is registered as having a Church of England religious character. It is in the Diocese of Exeter. Its last section 48 inspection was in May 2026.

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500

The school currently uses no alternative provision.

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500

Since the previous inspection, a new headteacher has joined the school. She took up her post in September 2024.

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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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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

2023/24 (final) 59% 61% Close to average

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average

2022/23 (final) 65% 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) 74% 75% Close to average

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average

2023/24 (final) 72% 74% Close to average

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national average

2022/23 (final) 75% 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

2022/23 (final) 76% 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) 71% 74% Close to average

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average

2023/24 (final) 77% 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

2023/24 (final) 41% 46% Close to average

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average

2022/23 (final) 40% 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

2023/24 (final) 59% 62% Close to average

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average

2022/23 (final) 70% 60% 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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national average

2022/23 (final) 50% 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) 54% 61% Close to average

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average

2023/24 (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) 4.6% 5.2% Close to average

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national average

2022/23 (3 term) 5.2% 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) 10.3% 13.0% 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

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