Pupils enjoy school. They are happy and have a strong sense of belonging. Leaders have high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). There are no limits placed on what pupils can achieve. Leaders ensure that all pupils can ‘let their light shine’. Pupils are kind and friendly to each other. They ensure that everyone feels included during social times. Adults show pupils how to build and maintain successful relationships based on respect. Pupils say that bullying hardly ever happens. They are confident that adults would help them if it did. Pupils take part in a wide range of extra-curricular activities. Parents are overwhelmingly positive about sending their children to St Matthew’s. Many commented on recent positive changes in the school. Parents felt well supported throughout the pandemic. They value leaders welcoming them at the gates each morning. One parent, whose comment represents the views of many, said ‘staff cannot do enough to ensure our children feel happy, safe and cared for.’ What does the school do well and what does it need to do better? Children get off to a flying start in the early years. Teachers respond sensitively to their needs. They carefully plan learning opportunities to ensure children have time to explore, play and ask questions. Many children in the early years learn independently because learning interests and engages them. As a result, they are well prepared for the next stage of their education. Leaders have designed an ambitious curriculum that gives pupils the knowledge they need to be successful. They consider what they want pupils to know and remember. Leaders have recently made changes to the order that pupils learn the curriculum. This makes it easier for pupils to build on what they already know. In mathematics, teachers adapt learning to account for gaps in pupils’ knowledge caused by the pandemic. Teachers have strong subject knowledge that enables them to do this well. Leaders have developed effective ways to check what pupils know and remember. However, this is not working as well across all subjects. Teachers are not always aware of gaps in pupils’ knowledge. Some middle leaders are at the early stages of understanding their roles. They do not monitor aspects of their curriculum effectively to understand fully what is working well and what changes can make the curriculum even better. Pupils love to read. They learn that reading is important as soon as they start in the early years. Pupils read books that are well matched to their reading ability. This supports them in becoming confident and fluent readers. Pupils receive regular highquality phonics teaching. Teachers notice when pupils struggle and help them to catch up. They read to pupils regularly and share reasons for their book choices. Inspection report: St Matthew’s Church of England Primary and Nursery Academy 29 and 30 March 2022 2 This helps pupils to develop a love of reading that stays with them throughout their time at school. Leaders ensure that staff identify pupils with SEND quickly. Teachers make careful adaptations to learning so all pupils can take part in the full curriculum. Leaders work well with specialists to ensure that every pupil can experience success. Pupils’ personal development is a strength of the school. They leave St Matthew’s with a secure understanding of the world around them. Pupils understand equality and celebrate differences. Pupils know how to look after their physical and mental health. They take part in learning opportunities that support their development of character. Pupils build the skills they need to tackle setbacks with confidence. Leaders plan a variety of opportunities for pupils to contribute to the local and wider community. Pupils learn how to be responsible citizens through roles on the school council. They raise money for charity and see it as an important part of the school. Consequently, they are well prepared for life in modern Britain. Pupils are proud of their school and have positive attitudes to learning. Learning is rarely disturbed. Pupils say that everyone knows the school rules. Most staff are proud to work at the school. They feel that leaders listen to them and consider their well-being. Governors know the strengths of the school and what leaders need to do to make it even better. They challenge leaders on the quality of education to ensure the school continues to improve. Leaders communicate a clear vision that is understood by all.