St Matthew's RC High School
phone: 0161 6816178
headteacher: Mr Kevin Hogan
1093 pupils capacity: 101% full
555 boys 50%
550 girls 50%
Last updated: June 18, 2014
Secondary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 388413, Northing: 402473
- GPS coordinates
- Latitude: 53.519, Longitude: -2.1762
- Accepting pupils
- 11—16 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 26, 2012
- Diocese of Salford
- Region › Const. › Ward
- North West › Blackley and Broughton › Charlestown
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Technology (Operational)
- Investor in People
- Committed IiP Status
- Free school meals %
- Learning provider ref #
- 0.2 miles St Mary's CofE Primary School Moston M400DF (227 pupils)
- 0.5 miles New Moston Primary School M403QJ (502 pupils)
- 0.5 miles New Moston Infant School M403QJ
- 0.6 miles Moston Fields Primary School M409GN (331 pupils)
- 0.6 miles St Margaret Mary's RC Primary School Manchester M400JE (350 pupils)
- 0.6 miles North Manchester High School for Boys M97FS
- 0.6 miles North Manchester High School for Girls M409QJ
- 0.7 miles Charlestown Community Primary School M97BX (350 pupils)
- 0.7 miles Mather Street Primary School M350DT (194 pupils)
- 0.7 miles Whitegate End Primary and Nursery School OL98EB (253 pupils)
- 0.7 miles Mather Street Infant and Nursery School M350DT
- 0.7 miles Manchester Creative and Media Academy M97SS (622 pupils)
- 0.7 miles Manchester Creative and Media Academy for Boys M97SS (414 pupils)
- 0.8 miles Broadhurst Primary School M400BX (233 pupils)
- 0.8 miles South Chadderton School OL98EA
- 0.8 miles Hardman Fold Community Special School M350DQ
- 0.8 miles Spring Brook School M350DQ (69 pupils)
- 0.8 miles Collective Spirit Free School OL98EA (42 pupils)
- 0.9 miles St Dunstan's RC Primary School M409HF (289 pupils)
- 1 mile Lily Lane Primary School M409JP (482 pupils)
- 1 mile Lily Lane Infants' School M409JP
- 1 mile St John Bosco RC Primary School M97AT (232 pupils)
- 1.1 mile Crosslee Community Primary School M96TG (316 pupils)
- 1.1 mile Moston Lane Community Primary School M94HH (458 pupils)
St Matthew’s RC High School
Nuthurst Road, Moston, Manchester, M40 0EW
|Inspection dates||26-27 September 2012|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Students’ achievement is good. The progress |
As a result of an overriding emphasis placed by
of all groups has improved year-on-year since
2009 and their attainment in both English and
mathematics in 2012 was the highest in the
school’s history. Students’ progress and
attainment in the wide variety of vocational
subjects on offer are also impressive; in 2012,
for example, all students reached pass
standard or above in all the subjects for which
they were entered.
leaders, managers and the governing body on
improving the quality of teaching and learning
in the classroom, teaching is now good and
there are many examples of outstanding
teaching in several subjects and in both key
stages. This is just one example of the marked
improvements made by the school since the
| Students are proud of their school, behave |
Leadership and management are
well and feel safe. They have a high regard
for the adults who work with them. In their
words, ‘The staff always go the extra mile to
help us.’ Their spiritual, moral, social and
cultural development is good. For example,
students benefit from the many
responsibilities they have and older pupils
work closely with their younger counterparts,
helping them with reading, for example. In
addition, the radio station, run by students,
is a joy to hear.
outstanding and the foresight of the senior
team has empowered staff at all levels of
responsibility to lead significant
improvements in their specific areas. In
addition, the governing body has a
perceptive understanding of the school’s
strengths and areas for development.
Members hold the school’s leadership to
account with exceptional rigour.
| Although showing sustained improvement over |
time, achievement is not outstanding.
Achievement in mathematics is good but is not
quite as strong as achievement in several other
subjects. Pupils’ calculation skills, for example,
are relatively underdeveloped.
| The quality of teaching is good overall but, |
on occasions, teachers direct learning too
much and pupils do not always take enough
ownership of their own progress.
Outstanding elements of teaching are not
shared widely enough across all subjects.
|Inspection report:||St Matthew’s RC High School, 26-27 September 2012||2 of 9|
Information about this inspection
- Inspectors observed teaching and learning in 43 lessons or part-lessons, of which two were
joint observations with members of the senior leadership team. In addition, they heard
students in Key Stage 3 read.
- Meetings were held with five groups of students, the Chair of the Governing Body, heads of
academic departments, pastoral leaders, administrative staff and members of the senior
leadership team. They also held telephone discussions with a representative of the local
authority and the School Improvement Partner.
- Inspectors took account of the 21 responses to the on-line questionnaire (Parent View) and
also of the 43 returns from the staff questionnaire.
- They observed the school’s work and looked at a range of documentation, including internal
and external student progress and attainment data, students’ workbooks, school development
planning, minutes of governing body meetings, local authority reports and the school’s self-
evaluation form. They also considered documentation in relation to performance management,
professional development activities, attendance, behaviour and safeguarding.
|James Kidd, Lead inspector||Additional inspector|
|Pamela Hemphill||Additional inspector|
|Gary Kelly||Additional inspector|
|Catherine Laing||Additional inspector|
|Keith Worrall||Additional inspector|
|Inspection report:||St Mathew’s RC High School, 26-27 September 2012||3 of 9|
Information about this school
- The school is larger than the average-sized secondary school and it has slightly more girls than
- The proportion of students known to be eligible for the pupil premium is above average.
- There is a just-above-average proportion of students supported at school action but a below
average percentage on school action plus or with a statement of special educational needs.
- Over four fifths of students are White British but there is an increasing percentage of students
from minority ethnic heritages; few students speak English as an additional language.
- The school meets the government floor standards, which set the minimum expectations for
students’ attainment and progress.
- St Matthew’s holds specialist status in technology, has Artsmark, the International School
award and is a nationally-accredited Healthy School. It is also part of the Teaching School
Alliance, led by another Catholic high school in a neighbouring authority. The school provides
strong support, in French, for example, for its partner primary schools.
What does the school need to do to improve further?
- Accelerate students’ progress and attainment in mathematics further by:
improving students’ mental and written calculation skills
enhancing students’ ability to apply their mathematical skills effectively when solving
- Ensure teaching moves from good to outstanding by:
reducing the amount of teacher-talk in lessons, thus ensuring that students take even
more responsibility for their own learning
fully embedding strategies and practice which promote students’ numeracy, speaking and
listening skills across the curriculum more effectively
providing wider opportunities for teachers to share the outstanding classroom practice
already evident across the curriculum.
|Inspection report:||St Mathew’s RC High School, 26-27 September 2012||4 of 9|
|The achievement of students||is good|
- Students’ attainment on entry to the school varies from year to year but is generally broadly
as expected. Both progress and attainment at the end of Year 11 have improved strongly
each year since 2009 and students’ achievement is now good. The GCSE examination
results in 2012 were the best in the school’s history and standards were above average.
Results in both English and mathematics were the highest ever recorded but, as a result of
a legacy of staffing issues in the subject, the percentage of students reaching A* to C in
mathematics was slightly behind that reached in English.
- Although good and improving, students’ achievement in mathematics is not quite as strong
as that in English. Nonetheless, over a third of students in the current Year 11 cohort have
already attained a C grade or above in mathematics; inspection evidence, including lesson
observations and the scrutiny of students’ work, demonstrates that students are on course
to reach even higher standards in the subject at the end of this current academic year.
However, students’ calculation skills, both mental and when they are completing work on
paper, are not as good as they should be. In addition, some students still find it difficult to
apply the discrete mathematical skills they have learned when they are completing
- The school is rightly proud of its vocational programme, which comprises a wide range of
subjects including construction, health and social care, media studies, drama, business
studies and information and communication technology (ICT). Students opt for these
programmes in large numbers and achieve well year-on-year.
- Students’ skills in both reading and writing are improving apace. Students interviewed
report they read widely, enjoy visiting the school library and that the school does all it can
to encourage them to read.
- Sharpened assessment practice to identify when students are experiencing difficulty leads to
disabled students and those with special educational needs also achieving well. They
receive customised support from talented teaching assistants and from the school’s
overriding ethos that everyone should benefit from everything it has to offer. Similarly, as
a result of staff and members of the governing body placing great emphasis on the impact
of the school’s work to support students known to be eligible for the pupil premium, these
students also achieve as well as their peers and the gap is closing. Moreover, the increasing
numbers of students from minority ethnic heritages are fully included in all activities and
their progress is, therefore, in line with that of their classmates.
|The quality of teaching||is good|
- Secure subject-knowledge, perceptive use of ICT to promote learning and effective
classroom management are just three of the key strengths of teaching across the school.
Teaching is good overall and, during the inspection, outstanding teaching was seen in a
quarter of the lessons observed. The quality of teaching has improved markedly since the
previous inspection, as a result of strong emphasis placed by senior leaders on providing
accurate feedback, both oral and written, to teachers on how they can enhance their
performance in the classroom. As yet, however, the outstanding practice evident in a range
of subject areas and in both key stages is not shared widely enough across the school.
- Relationships in the classroom, between students and between students and the adults who
work with them, are strong: students speak highly of their teachers and believe they have
their best interests at heart. They value the opportunities they have to work collaboratively
and, therefore, to support each other in their learning. They are delighted when their
classmates succeed, for example in a most impressive Year 10 mathematics lesson when
students congratulated one of their number when he completed a complex equation
accurately on the board.
|Inspection report:||St Matthew’s RC High School, 26-27 September 2012||5 of 9|
- Where teaching is outstanding, in a Year 9 drama lesson, for example, there are high levels
of challenge, rapid pace of learning and students assess their own performance. Students
can explain how well they are progressing and what they need to do to improve their work.
Similarly, where teaching promotes exceptional progress, for example during an excellent
Year 11 science lesson, students are fully engaged in their learning, use subject-specific
vocabulary accurately and rise to the high expectations their teachers have of them.
- On occasions, however, students do not take enough responsibility for their own learning
and progress because there is too much teacher talk and explanation and, therefore, not
enough time for students to reflect on how well they are doing and to find things out for
themselves. Furthermore, in a minority of lessons across the curriculum, strategies and
activities to promote and reinforce students’ numeracy, speaking and listening skills are not
|The behaviour and safety of pupils||are good|
- Students’ behaviour overall is good and is underpinned by warm relationships and a positive
attitude to learning. Indeed, on occasions students’ engagement in lessons is outstanding.
Students are polite and respectful to each other and to the adults who work with them.
Their social and moral development is promoted well by the thought-provoking house
assemblies, when, for example, they consider the importance of mutual respect. There are
some instances of low-level misbehaviour but these are handled effectively by the school.
- Links with schools in France, Germany and China are valued by students and these, along
with the wide range of well-attended extra-curricular activities, serve to foster their
spiritual, cultural and multicultural awareness. As part of their GCSE and vocational studies
in music, students impressively compose their own pieces based on world influences,
Gamelan music from Indonesia, for example.
- The radio station is an important part of school life and students produce weekly shows,
which include music, jingles and interviews. Students responsible for running the station
comment, ‘Involvement helps us to become more self-confident and means that we can
socialise with other year groups and also learn about technical aspects of radio.’
- Students in all years are proactive in their support for others. As prefects, ‘guardian angels’,
mentors and form captains, they work with other students to ensure all can take full
advantage of what the school has to offer. Older students help younger students with their
reading and, through the highly-regarded vertical tutor group system, students in all years
get on well with each other.
Students demonstrate an untypically perceptive view of the dangers of bullying. As a result
of the work of ‘anti-bullying ambassadors’, they are well aware of the many different kinds
of bullying, including bullying based on prejudice. They comment that bullying is a rarity in
school and that if it does occur, it is tackled quickly and effectively. They, therefore, feel
safe in school and are grateful for the information they receive on how they can stay
secure, the widely publicised internet-safety programme, for example.
The school undertakes a detailed ongoing analysis of the attendance of different groups of
students. The impact of this work has been positive and attendance, which is now broadly
average, has improved over a three-year period.
|The leadership and management||are outstanding|
- In the words of the staff, ‘The work of the senior leadership team continues to ensure that
teachers are growing in confidence, take responsibility for their own performance and for
performance in their subject areas. We are a team here.’ Indeed, the exceptional senior
team leads by example and has the welfare of all, students and staff, at its heart.
- As a consequence of the emphasis placed on improving the quality of teaching, staff receive
detailed feedback following lesson observations, full support to improve their practice and
then focused observations to gauge whether performance has improved. Performance
management arrangements are secure, targets lead to a wide range of opportunities for
professional development and teachers are fully aware of the inextricable link between the
quality of teaching and students’ achievement, both academically and personally.
|Inspection report:||St Matthew’s RC High School, 26-27 September 2012||6 of 9|
- At all levels, leadership and management are outstanding and have led to the excellent
improvements since the previous inspection. Pastoral leaders are ever concerned to
promote the self-esteem of their students and they also have a secure understanding of the
academic progress their charges are making. Heads of department take full responsibility
for improving performance in their subjects and they benefit from joint observations
undertaken with senior staff. Teachers are of the view that the quality of oral and written
feedback they receive following lesson observations has improved significantly since the
- Subject departments have close links with members of the senior leadership team and each
subject has a mentor. Much of the professional development is undertaken in-house and
staff welcome the establishment of the five school improvement groups, the membership of
which comprises senior leaders, heads of house, heads of department and other staff,
including newly qualified teachers. The remit for the groups varies from ‘climate for
learning’ to ‘literacy across the curriculum’.
- The curriculum is continuously under review and the school places great emphasis on
providing activities which meet the needs, interests and aspirations of all. The vocational
curriculum is a particular strength and there is a wide variety of programmes, often
interlinked with academic courses.
- Safeguarding and child-protection procedures and practice are fully in place and meet
current requirements. Without doubt, St Matthew’s is a school in which pupils come first: it
therefore promotes equality of opportunity and good relationships most effectively. There is
zero tolerance towards all forms of discrimination.
- The local authority provides strong support for the school. For example, it continues to fund
the appointment of a School Improvement Partner.
- The governance of the school:
exceptionally well led by the Chair, members of the governing body have a most secure
understanding of school performance in all areas of its life; they are actively involved, for
example, in gauging the impact of the school’s work to support students known to be
eligible for the pupil premium
members support the school to the hilt, but also challenge the leadership and hold it to
account with the utmost rigour.
|Inspection report:||St Mathew’s RC High School, 26-27 September 2012||7 of 9|
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This
ensures that pupils are very well equipped for the next stage of
their education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide |
well for all its pupils’ needs. Pupils are well prepared for the next
stage of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school |
is failing to give its pupils an acceptable standard of education
and the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the
necessary improvement in the school. This school will receive
regular monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive
regular monitoring by Ofsted inspectors.
|Inspection report:||St Mathew’s RC High School, 26-27 September 2012||8 of 9|
|Unique reference number||105577|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Secondary|
|Age range of pupils||11−16|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||1126|
|Appropriate authority||The governing body|
|Chair||Fr Alan Denneny|
|Date of previous school inspection||16 February 2011|
|Telephone number||0161 6816178|
|Fax number||0161 6818590|
|Inspection report:||St Mathew’s RC High School, 26-27 September 2012||9 of 9|
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