St Matthew's CofE Primary School

What Ofsted said

From the inspection on 10 February 2026

Pupils at St Matthew’s feel proud to be part of their school. From the moment pupils enter the school grounds, walk past the school office and into their classrooms, they receive a warm welcome from all adults. Leaders and staff make sure that pupils feel safe and ready to learn. Pupils enjoy their lessons and talk about their work with pride. They learn to read with confidence and speak excitedly about the books they enjoy, including those borrowed from the outdoor school library. In writing, pupils work hard to improve their ideas and presentation, with many writing neatly and legibly, earning the much talked about pen licence. In mathematics, pupils explain their methods clearly and show a secure understanding of concepts. By the end of Year 6, pupils are well prepared for secondary school. Staff know individual pupils well. When help is needed, they act quickly and with care so that all pupils can learn successfully. Pupils benefit from timely and well-tailored support. Examples include practical resources, visual aids and individual workstations. These help pupils to learn successfully and grow in independence. Pupils treat each other with courtesy. Classrooms are calm and focused. Staff respond with patience and and care, when pupils need support. Bullying is rare and dealt with quickly should it occur. Attendance is high for all groups of pupils. A suitable range of clubs and experiences enrich school life. Pupils, including those who are disadvantaged, enjoy activities such as sewing, creative writing, keyboard and ukulele. Trips to places, like museums and the zoo, make learning memorable. Leadership roles, such as school councillor, digital leader and librarian, help pupils to understand the importance of teamwork, fairness and how they can contribute to their school and wider community.

What the school should improve

• Leaders should ensure that all pupils, including those with special educational needs and/or disabilities, consistently secure the detailed knowledge they need across the curriculum.
• Leaders should make fuller use of the information they gather about pupils’ engagement in enrichment activities to shape and enhance the offer so that it reflects pupils’ interests and aspirations even more closely.
• Leaders and staff should ensure that in the early years, experiences build more closely on children’s prior learning and that adults use rich, purposeful talk so all children benefit from frequent opportunities to develop their vocabulary.

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