St Matthew’s CofE Primary School and Nursery in Bradford underwent an inspection on June 6 and 7, 2023, resulting in an overall effectiveness rating of Requires Improvement. The school has faced significant leadership and staffing disruptions, with five different headteachers in the past five years, which has negatively impacted the quality of education and raised concerns among parents and carers. Recently, leaders have introduced a new curriculum in several subjects, including history and physical education, but these changes are too recent to have made a substantial impact. The implementation of the new curriculum by teachers is inconsistent, preventing the full realization of leaders' ambitions.
Despite these challenges, some aspects of the school remain strong, particularly in terms of pupil behavior and attitudes. Students generally behave well during break times and lunchtime, with minimal bullying reported. Pupils express confidence in staff's ability to help resolve any friendship issues. The school community has shown inclusivity, notably welcoming Afghan refugee pupils, with bilingual staff assisting in their integration.
Governors acknowledge the stress caused by turbulent leadership and have taken steps to alleviate teachers' workloads through recent curriculum changes. The early reading curriculum, introduced in 2021, is fully embedded, although its implementation in Reception Year is inconsistent. Key Stage 1 teachers effectively support pupils' reading development, providing suitable books for home and school reading.
Senior leaders have begun training new subject leaders to enhance their skills, although not all have had the opportunity to complete their training. While some subject leadership is strong, teachers' implementation of the new curriculum varies, with some lacking subject knowledge and not adapting plans to meet all pupils' needs. Assessment information is not consistently used to identify pupils' next learning steps, hindering their progress.
Teachers' expectations are often too low, leading to assignments that do not challenge pupils adequately. In some lessons, this results in boredom and low-level disruption, although this is not typical. Most lessons see pupils behaving well and maintaining positive attitudes toward learning. Teachers are more successful in adapting the curriculum for pupils with special educational needs and disabilities, using effective questioning to check understanding.
The early years provision is currently inadequate, with a lack of leadership until recently. Staff in Nursery and Reception do not have a strong understanding of how young children learn, leading to unengaging activities that do not capture children's interests. Adult-led activities lack focus, resulting in children being unprepared for Year 1. By the end of Reception, children's communication skills are below expectations, and their attainment is low.
The curriculum for personal development is a strength, promoting respect for diverse faiths and cultures. Pupils engage in ethical debates, enhancing their moral education. Safeguarding arrangements are effective, with leaders conducting necessary checks and collaborating with professionals to support pupils' mental health.
To improve, the school must enhance the knowledge and skills of early years practitioners, provide effective training for all staff, and ensure that curriculum plans are updated to reflect increased ambition. Middle leaders need training to monitor curriculum implementation effectively, and teachers must improve their subject knowledge in foundation subjects to raise expectations and challenge pupils adequately across the curriculum.
