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Matchborough First School Closed - academy converter Oct. 31, 2013

see new Matchborough First School

Matchborough First School
Matchborough Way
Matchborough East

phone: 01527 *** ***

headteacher: Mrs Jackie Harris

reveal email: off…


school holidays: via Worcestershire council

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Open date
Sept. 1, 2001
Close date
Oct. 31, 2013
Reason closed
Academy Converter
OSGB coordinates
Easting: 407248, Northing: 266178
GPS coordinates
Latitude: 52.294, Longitude: -1.8951
Accepting pupils
3—9 years old
Ofsted last inspection
Jan. 26, 2011
Region › Const. › Ward
West Midlands › Redditch › Matchborough
Urban > 10k - less sparse
SEN priorities
SLCN - Speech, language and Communication

rooms to rent in Redditch

Schools nearby

  1. Matchborough First School B980GD (354 pupils)
  2. 0.1 miles Redditch, Moatfield Middle School B980BJ
  3. 0.2 miles Redditch, Icknield First School B980HF
  4. 0.2 miles The Kingfisher School B980HF
  5. 0.2 miles The Kingfisher School B980HF (57 pupils)
  6. 0.3 miles Redditch, Claybrook First School B980BU
  7. 0.3 miles Arrow Vale Community High School - A Specialist Sports College B980EN
  8. 0.3 miles Arrow Vale RSA Academy B980EN (615 pupils)
  9. 0.5 miles Ipsley CofE Middle School B980UB
  10. 0.5 miles Ipsley CE RSA Academy B980UB (397 pupils)
  11. 0.6 miles Redditch, St Peter's CofE Middle School B980JL
  12. 0.7 miles Tenacres First School B980PB (276 pupils)
  13. 0.8 miles Roman Way First School B980LH (231 pupils)
  14. 0.9 miles Mappleborough Green CofE Primary School B807DR (123 pupils)
  15. 1 mile St Thomas More Catholic First School B987RY (202 pupils)
  16. 1 mile Redditch, the Leys High School B987UH
  17. 1 mile Kingsley College B987UH (840 pupils)
  18. 1 mile Tudor Grange Academy Redditch B987UH
  19. 1.1 mile Redditch, Dingleside Middle School B987SH
  20. 1.1 mile The Beacon Primary Short Stay School B987UZ (4 pupils)
  21. 1.2 mile Woodrow First School B987UZ (321 pupils)
  22. 1.2 mile Redditch, Lodge Farm Middle School B987HH
  23. 1.2 mile Woodfield Middle School B987HH
  24. 1.2 mile Woodfield Academy B987HH (547 pupils)

List of schools in Redditch

Matchborough First School

Inspection report

Unique Reference Number 132821
Local Authority Worcestershire
Inspect ion number 360445
Inspect ion dates 26–27 January 2011
Report ing inspector Anna Coyle

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school First
School category Community
Age range of pupils 3–9
Gender of pupils Mixed
Nu mber of pupils on the school roll 312
Appropriate authority The governing body
Chair Helen Baylis
Headteacher Jackie Harris
Date of previous school inspection 25 February 2008
School address Matchborough Way
Matchborough East, Redditch
B98 0GD
Telephone number 01527 883880
Fax number 01527 883888
Email address reveal email: off…
Age group 3–9
Inspect ion dates 26–27 January 2011
Inspect ion number 360445


This inspection was carried out by three additional inspectors. The inspectors visited 21
lessons and observed all teachers. They also held meetings with the headteacher, senior
staff, the Chair of the Governing Body, and groups of pupils, parents and carers.
Inspectors observed the school's work and looked at a range of documents including
assessment and tracking information, the school development plan, monitoring reports
and pupils' workbooks. The inspection questionnaires were analysed, including 120 from
parents and carers, 18 from members of staff and 89 from pupils.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • The progress in mathematics of middle attaining pupils in Key Stage 1, and the
    progress in writing of higher attaining pupils in Key Stage 2.
  • Teachers' planning and their use of assessment to find out whether they provide
    sufficient challenge for the pupils.
  • Whether or not there is a disparity between the schools' judgements for community
    cohesion and pupils' contribution to the community.

Information about the school

This school is situated within an industrial area and is slightly larger than other schools of
its type. The majority of pupils are White British and a few are from minority ethnic
backgrounds. A very small number learn to speak English as an additional language and
the main languages spoken at home are Polish, Punjabi and Slovak. The proportion of
pupils with special educational needs and/or disabilities is similar to the national average
but there is a high number of pupils with statements of special educational needs. The
school's specialist provision caters for most of these pupils in a ten-place Speech and
Language Resource Base. In addition to the provision for children in the Early Years
Foundation Stage, the school also caters for a small number of three- and four-year-olds
from other settings in Redditch. They attend the school's eight-place nursery, known as
'Nursery Plus', for help with their specific learning difficulties.
The school shares its site with a privately-run breakfast club, a nursery and a children's
centre, all of which are inspected separately. It also holds a 'second breakfast' session for
pupils, which is managed by the governing body.
The school has the Active Mark status for sports, a Silver Eco Award, the Leading Parent
Partnership Award and Healthy School status.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school's capacity for sustained improvement 2

Main findings

The school's motto of 'Aim High and Smile!' is clearly shared by all staff and pupils. They
greet visitors, parents and carers with a warm, friendly welcome and are keen to do their
best. Parental comments endorse this by saying, 'The dedicated staff are well motivated
and the school has a lovely, happy atmosphere.' The school has good links with families
and promotes good community cohesion through strong links with support agencies,
partner schools and local groups such as the Chinese community. Attendance is good and
most pupils behave well, taking on responsibilities willingly.
Achievement is good. Children make good progress and achieve well in the Nursery and
Reception classes. Pupils' attainment is broadly average by Year 2, and above the national
expectations by Year 4 in English and mathematics. Inspection evidence and the school's
data show that the higher attaining pupils do particularly well in writing at Key Stage 2.
Pupils are well prepared for the next stage of their education. However, although middle
attaining pupils achieve well in mathematics at Key Stage 1, their handwriting,
presentation and use of punctuation are inconsistent.
The quality of teaching and learning is good. Staff make sure that all pupils are valued
equally and they successfully promote learning within an inclusive community. Classrooms
are vibrant learning environments and there are plenty of colourful displays of pupils'
artwork and photographs to interest them. The school has a good curriculum which
provides pupils with a wide range of activities to help them learn. The care, guidance and
support of pupils are good, especially for vulnerable and disabled pupils. Pupils have clear
targets to help them learn, although teachers' marking in mathematics does not always
identify what pupils need to do next to improve their work. The school effectively supports
pupils with special educational needs and helps them make good progress. Pupils are
taught especially well in the Speech and Language Resource Base and Nursery Plus. This
is because well-qualified specialist staff liaise carefully with other professionals, such as
speech therapists, to ensure that pupils receive good quality teaching. The majority of
children with special educational needs in the Early Years Foundation Stage have their
specific difficulties catered for but the procedures are not rigorous enough to identify
accurately the needs of a few children so that adults can adapt activities for them.
The outstanding leadership of the headteacher is driving the school forward at a brisk
pace. Senior staff and governors support her well and all work hard to provide a strong
sense of ambition and purpose. Self-evaluation is accurate. Leaders have successfully
addressed the key issues identified at the time of the last inspection by improving writing
at Key Stage 2, introducing better tracking procedures to measure progress and improving
the effectiveness of the governing body. Individual governors make good contributions to
the life of school and take their responsibilities seriously. Based on its good track record of

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

improvement, rising standards and strong leadership, the school has good capacity to
sustain improvement.

What does the school need to do to improve further?

  • Raise standards in writing at Key Stage 1 so that a higher proportion of middle
    attaining pupils reach at least the nationally expected level at the end of Year 2 by
    improving pupils' handwriting, presentation and use of punctuation.
  • Sharpen up the use of assessment by:
    ensuring that teachers provide pupils with sufficient guidance on how to improve
    their work when they mark their mathematics books.
    more accurately identifying children's special educational needs in the Early Years
    Foundation Stage and adapting activities for them.
Outcomes for individuals and groups of pupils 2

Pupils make good progress and achieve well in Years 1 to 4, from attainment that is below
expectations for their age on entry to Reception. The school has worked hard to drive up
standards in writing at Key Stage 2 and its persistence has paid off. Successful strategies,
including one-to-one tuition, pen pals, use of the school's 'Laptop Cafe' and enjoyable
'Hook Days' have enabled pupils to increase their literacy skills effectively. Inspection
evidence confirms that pupils in Years 3 and 4 are currently working at levels that are
above those expected for their age in English and mathematics, and all pupils make good
progress, including the higher attainers. For example, in a lesson about subordinate
clauses, pupils in Year 4 made good progress and showed clear understanding when
thinking up sentences such as, 'Mr Big, who was wearing a stunning red hat, fell down the
hole'. Attainment in Year 2 was broadly average last year in reading and writing but the
middle attaining groups did not do as well as similar pupils nationally and girls
outperformed boys. The school is closing the gap steadily; attainment is average overall at
Key Stage 1, but pupils' handwriting, presentation and use of punctuation are inconsistent.
Pupils with special educational needs and disabilities and those who speak English as an
additional language are integrated well to help them make good progress in basic literacy
and numeracy skills. They achieve well and enjoy discussing their work with adults,
benefiting from teachers' skilled questioning techniques and specialist knowledge.
Attendance is good. Pupils say they enjoy coming to school in their smart red uniforms
and they feel safe. Their spiritual, moral, social and cultural development is good because
most pupils know right from wrong, play harmoniously together and are tolerant of each
other's beliefs and cultures. Behaviour is good, and most pupils with special educational
needs respond well to the good support they receive, especially those who are taught in
the Speech and Language Resource Base. All pupils understand how to live well by taking
regular exercise and eating healthy food: they maintain a flourishing garden and grow
produce to share with others. Pupils enjoy contributing to the school and local community
through regular events and through the school council. For example, they have designed a
bus shelter for the local neighbourhood in a 'Matchborough Matters' project. Pupils
develop their enterprise skills well by acting as play leaders, managing events for charities,
such as Comic Relief, and by saving money with a national bank whose representatives

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

hold weekly sessions in the school. They are looking forward to the school's 'Big Cook,
Little Cook' sessions when they will make Chinese stir-fries with their parents and carers.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 2
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 2
Pupils' behaviour 2
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 2


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Teaching has improved well since the last inspection and is now good. Teachers have high
expectations of their pupils and good subject knowledge. Relationships with pupils are
pleasant, and teachers often have a cheerful rapport with them, especially during practical
activities. For example, in a Year 3 mathematics lesson on negative numbers and
understanding climate temperature, the teacher's good knowledge, lively explanations and
brisk pace made learning enjoyable for the pupils. Teachers and teaching assistants work
as a good team to guide small groups of pupils and individuals with special educational
needs and/or disabilities in the mainstream classes and for those who receive specialist
support in the Speech and Language Resource Base. Assessment is used satisfactorily to
guide lesson planning and pupils have challenging targets for reading, writing and
mathematics. New tracking procedures are fully embedded. Marking is good in pupils'
writing books but it is not as detailed in mathematics and does not give pupils enough
pointers to help them improve their work.
The school's broad, balanced curriculum is well organised and planned. It provides pupils
with a wide range of opportunities based on a thematic approach to learning. Staff are
currently developing creative links between subjects such as in English and art. Light, airy

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

and clean classrooms are adorned with pupils' colourful artwork and teachers' informative
displays, which provide pupils with a stimulating learning environment. Activities are
adapted well for higher attaining pupils and for those with special educational needs
and/or disabilities so that they have equal access to the curriculum. Personal, social and
health education are promoted well, and pupils have plenty of opportunities to develop
their independence in 'Forest School' outdoor activities. Pupils benefit from a good range
of extra-curricular activities that are well attended in the school's clean and well-
maintained buildings and attractive grounds. These include sports clubs, musical activities,
choir, Chinese club and Mandarin language lessons. Residential trips also enhance pupils'
enjoyment, as do breakfast club, 'second-breakfast' activities and visits to places of
worship, such as a Birmingham synagogue.
Staff know the pupils well and care for them in a supportive learning environment.
Teaching assistants liaise closely with class teachers to make sure that disabled and
vulnerable pupils are supported very sensitively, and they help all pupils to learn
effectively, including the few from minority ethnic backgrounds who speak English as an
additional language. Transition arrangements are well organised for pupils who leave at
the end of Year 4. The school does all it can to promote good relationships with the local
middle school. The procedures to promote good attendance are effective and the school
follows up absences diligently.

These are the grades for the quality of provision

The quality of teaching 2
Taking into account:
The use of assessment to support learning
The extent to which the curr iculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

Appointed shortly before the last inspection, the headteacher has become a dynamic
leader whose drive and determination have led to some significant improvements in the
school. For example, weak teaching has been eradicated and school governance has
improved to a good level. The ambitious senior leadership team and deputy headteacher
work together closely with the headteacher to ensure effective leadership and
management of all phases of learning. The inclusion leader carefully manages and
monitors the provision for pupils with special educational needs and/or disabilities. Self-
evaluation is accurate and data are used well to help staff set realistic and challenging
targets for the future. Although a few leaders are new and still developing their roles,
effective subject leadership is characterised by regular monitoring and tracking of pupils'
performance, especially in writing and mathematics. These aspects of learning are rightly
included in the detailed school development plan, which clearly identifies specific areas for
improvement, such as spotlighting the need to improve writing. This focus is already
paying dividends because literacy standards have risen well in Years 3 and 4, although
there is still more to be done in the younger classes. To this end, the school strives to

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

encourage parents and carers to become involved in their children's learning through
workshops, parental forums and questionnaires, and it successfully provides information
for them to help support pupils at home. Parental comments to the inspectors indicate
that they appreciate this and feel valued by staff. The school's good work with parents
and carers has recently been acknowledged with the Leading Parent Partnership Award.
Under the astute eye of the Chair, the governing body has increased its supportive role
and now has a good handle on the school's strengths and weaknesses. Individual
governors have close links with subjects and other aspects of provision such as special
educational needs. These links benefit the pupils because they help the governing body to
keep a close check on how well the school is doing and to take prompt action when
needed so that it can hold the school to account and provide good challenging support to
The school has rigorous systems for safeguarding children, particularly for ensuring child
protection and the safe recruitment of staff. Very clear procedures for risk assessments
and regular staff training ensure that systems are well-defined to maintain pupils' safety.
Equality and diversity are celebrated well because staff value all of the pupils equally and
treat them with great respect and courtesy. Community cohesion is promoted effectively
for the benefit of the pupils. The school has strong links with local groups, businesses and
the church, as well as Maple Trees Children's Centre which is based on the same site. It
also has a few extended links nationally to enhance pupils' understanding of different
cultures, including African religions and Muslim customs.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and tackles
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for money 2

Early Years Foundation Stage

Children are taught well and make good progress in the Nursery and Reception classes
because caring, kindly staff provide them with plenty of interesting activities. Attainment

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

on entry varies from year to year but the school's data shows that it is below expectations
for their age when children start in Reception. Even so, most children attain the nationally
expected goals by the end of the Reception year, and sometimes exceed them. Children
settle happily at the beginning of the day and play well together, listening carefully to
adults' instructions and behaving sensibly. They participate eagerly in physical activities
such as 'Write-Dance' sessions that help them develop their writing skills through
movement and music. They also enjoy finding out about prehistoric animals in the
'Dinosaur Dig' activities. A good range of resources such as wheeled toys, tricycles and a
climbing wall are easily accessible. All children show curiosity and they eagerly explore the
world around them. They particularly like to watch the school's chickens in the outdoor
area and play with the musical chimes. Most children understand that eating healthy food
is good for them and all enjoy eating juicy oranges at snack time. The good teaching
means that children develop their early reading, writing and numeracy skills effectively.
Children's records, known as 'Learning Journals', are regularly updated and are shared
openly with parents and carers. Provision is good for children with special educational
needs and/or disabilities in the Nursery Plus class: very kind, calm and patient staff work
as a caring team to support and engage them. Assessment is used satisfactorily to guide
teachers' planning in the mainstream classes, although it is not always used consistently
to identify children's specific learning needs and match work to their abilities. Leadership
and management are good because the leader of the Early Years Foundation Stage works
closely with other staff to oversee and develop provision.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 2
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

A good proportion of parents and carers responded to the questionnaire and the vast
majority are pleased with the education provided by the school. They particularly praised
the dedicated and committed staff. They feel that the school is led and managed well and
that staff make sure that children are safe. A very small number would like more
information about their children's progress. The inspectors followed up parental concerns
and found that a good amount of information is shared with parents and carers about
their children's progress.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Matchborough First School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school. The inspection team received 120 completed questionnaires by the end of the on-site
inspection. In total, there are 312 number pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 82 68 35 29 3 3 0 0
The school keeps my child
79 66 40 33 0 0 1 1
My school informs me about
my child's progress
54 45 63 53 2 2 1 1
My child is making enough
progress at this school
56 47 62 52 2 2 0 0
The teaching is good at this
65 54 52 43 3 3 0 0
The school helps me to
support my child's learning
60 50 58 48 1 1 1 1
The school helps my child to
have a healthy lifestyle
60 50 55 46 3 3 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
50 42 63 53 3 3 0 0
The school meets my child's
particular needs
49 41 64 53 5 4 1 1
The school deals effectively
with unacceptable behaviour
40 33 71 59 2 2 2 2
The school takes account of
my suggestions and concerns
50 42 60 50 5 4 2 2
The school is led and
managed effectively
65 54 51 43 2 2 0 0
Overall, I am happy with my
child's experience at this
73 61 45 38 2 2 0 0


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 59 35 3 3
Primary schools 9 44 39 7
Secondary schools 13 36 41 11
Sixth forms 15 39 43 3
Special schools 35 43 17 5
Pupil referral units 21 42 29 9
All schools 13 43 37 8

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with
the latest published official statistics about maintained school inspection outcomes (see

The sample of schools inspected during 2009/10 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

28 January 2011
Dear Pupils

Inspection of Matchborough First School, Redditch, B98 0GD

Thank you for being so kind to us and helping us to learn about your school when we
visited you recently. Here are some of the things we found out.
We think you all make good progress in your learning and attain good standards by the
time you leave at the end of Year 4.
You told us that you really like coming to school and enjoy learning about new topics.
Your behaviour is good and those of you in the school council take your responsibilities
You understand that healthy food and regular exercise are good for you.
The teachers and the teaching assistants take good care of you and make sure that you
are safe when you are in school.
The headteacher leads and manages the school exceptionally well.
We have asked your teachers to help you do better in writing in Years 1 and 2. We have
also asked them to help you to know what to do to improve your work in mathematics
when they mark your books. You can help by making sure that you always present your
work neatly and keep your handwriting tidy.
Yours sincerely

Anna Coyle
Anna Coyle
Lead inspector


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