St Matthew’s Church of England Primary School in Ipswich has been rated as good in overall effectiveness, quality of education, behaviour and attitudes, personal development, and leadership and management, with outstanding early years provision. The headteacher, Darren Gates, leads the school, which is part of the St Edmundsbury and Ipswich Diocesan multi-academy trust. The trust is overseen by a board of directors, chaired by Tom Brooke, and the chief executive officer is Jane Sheat.
Pupils at St Matthew’s are exceptionally well cared for, with their well-being being a core aspect of the school’s values. Students express that the environment is kind and supportive, and they feel encouraged to achieve their best. Many pupils demonstrate strong progress from their starting points. The early years provision is particularly noteworthy, as children settle quickly into routines and make significant progress.
Behaviour in the school is good, with pupils adhering to the established behaviour policies. The school environment is calm and conducive to learning. Pupils enjoy friendships across diverse cultural and faith backgrounds, and any instances of unkindness are promptly addressed by staff. Students feel comfortable approaching teachers with any concerns, fostering a supportive atmosphere.
The school offers a variety of sports and extracurricular clubs, alongside curriculum-linked visits that enhance learning and personal development. Parents have expressed overwhelming positivity about the school, with many noting that their children thrive in this environment.
The curriculum at St Matthew’s is well-structured and sequenced, allowing pupils to acquire essential knowledge and skills necessary for their educational progression. Teachers effectively assess students’ learning, building on prior knowledge. However, in some subjects, the school has not fully addressed specific learning requirements, which can hinder pupils' ability to grasp more complex concepts.
The school demonstrates a strong understanding of the needs of pupils with special educational needs and/or disabilities. Teachers make appropriate adaptations to ensure these pupils are included in lessons and receive the necessary support to make strong progress. Reading is prioritized, with children making excellent progress in phonics from an early age. All pupils are expected to learn to read by the end of Year 3, and those who struggle are determined to improve.
Pupils exhibit politeness and kindness towards one another, generally listening attentively in lessons. While there are occasional distractions, pupils quickly refocus with minimal prompting. Attendance is generally good, although some families take extended holidays, prompting the school to work with various agencies to ensure consistent attendance.
The school emphasizes personal development, with its motto reflecting a commitment to heartful engagement in all activities. Pupils learn to navigate online safety and community interactions, benefiting from the school’s strong values and ethos. The early years staff maintain high expectations, ensuring children from diverse backgrounds learn and play well together, preparing them effectively for Year 1.
Governance is strong, with the school receiving appropriate support and challenge from its governing body and trust. Staff express high levels of job satisfaction, with no concerns regarding workload, and they appreciate the professional development opportunities available through local and trust networks.
The safeguarding arrangements in place are effective, ensuring a safe environment for all pupils. The school is committed to continuous improvement, particularly in refining its curriculum to ensure all pupils can build on their learning effectively.
