Matford Brook Academy

What Ofsted said

From the inspection on 23 June 2026

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. 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. 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.

What the school should improve

• 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.

Read the full Ofsted report (opens in a new tab)