St Matthew’s Church of England Aided Primary School in Blackmoor, Hampshire, has been evaluated as a good school overall, with outstanding behaviour and attitudes among its pupils. The inspection took place on 13 and 14 March 2023, and the school has maintained its good rating since the previous inspection in November 2017. The school fosters a strong sense of community, where pupils of all ages interact positively, embodying the values of friendship, respect, achievement, and faith. Leaders prioritize the development of independence in pupils, encouraging them to strive for their best while providing necessary support.
Pupils express appreciation for the diverse opportunities offered by the school, including forest school activities and various trips. Events such as the annual swimming gala and triathlon create excitement and anticipation among students, fostering a sense of belonging and community spirit. The school environment is safe, and pupils are aware of how to seek help if they encounter any issues. Instances of bullying are rare, and when they do occur, staff effectively address the concerns raised by pupils.
The school places a strong emphasis on reading, with leaders aiming for every pupil to become a successful reader. Daily reading practice is integrated into the curriculum, and pupils enjoy reading in the designated reading garden. Teachers read aloud with enthusiasm, and the selection of books is generally well-suited to pupils' individual abilities. However, there are some inconsistencies in the teaching of reading across different classes, which leaders are actively working to address.
The curriculum is ambitious and well-structured, allowing pupils to build on their prior knowledge across various subjects. For instance, in mathematics, early number work in the early years progresses to articulate reasoning by Year 6. In physical education, pupils develop skills progressively, and in art, they explore different forms and media. Nevertheless, the quality of the curriculum in some subjects, such as computing, requires improvement, as it is not fully delivered, and teachers' subject knowledge is still developing.
Teachers effectively engage disadvantaged pupils and those with special educational needs and disabilities in class discussions and learning activities. Staff collaborate with parents to set clear targets for these pupils, although there are instances where tasks assigned to pupils with special educational needs do not align well with their individual needs. Leaders are aware of this and are working on methods to monitor the learning progress of all pupils across subjects.
Pupils demonstrate strong behaviour and positive attitudes throughout the school. Leaders emphasize the importance of respectful interactions, and pupils are committed to their learning. They support one another and are aware of when a classmate may need assistance. Staff members possess a deep understanding of the emotional needs of pupils and employ effective strategies to maintain a conducive learning environment.
The school provides quality personal, social, and health education, helping pupils understand the world around them and build strong relationships. Pupils actively participate in community initiatives, such as supporting the local food bank and engaging in discussions about various religions and moral dilemmas. The safeguarding arrangements are effective, with a culture of reporting concerns and ensuring pupil safety. Leaders prioritize the training of staff in safeguarding practices, and the PSHE program includes essential safety education.
To enhance the quality of education further, leaders need to ensure that all staff receive consistent training and support to improve their subject knowledge and teaching practices across the curriculum. This will help to provide pupils with a consistently high-quality learning experience and enable them to achieve their full potential.
