School etc

St Matthew's RC High School

St Matthew's RC High School
Nuthurst Road

phone: 0161 6816178

headteacher: Mr Kevin Hogan

school holidays: via Manchester council

1106 pupils aged 11—15y mixed gender
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 #

rooms to rent in Manchester

Schools nearby

  1. 0.2 miles St Mary's CofE Primary School Moston M400DF (227 pupils)
  2. 0.5 miles New Moston Primary School M403QJ (502 pupils)
  3. 0.5 miles New Moston Infant School M403QJ
  4. 0.6 miles Moston Fields Primary School M409GN (331 pupils)
  5. 0.6 miles St Margaret Mary's RC Primary School Manchester M400JE (350 pupils)
  6. 0.6 miles North Manchester High School for Boys M97FS
  7. 0.6 miles North Manchester High School for Girls M409QJ
  8. 0.7 miles Charlestown Community Primary School M97BX (350 pupils)
  9. 0.7 miles Mather Street Primary School M350DT (194 pupils)
  10. 0.7 miles Whitegate End Primary and Nursery School OL98EB (253 pupils)
  11. 0.7 miles Mather Street Infant and Nursery School M350DT
  12. 0.7 miles Manchester Creative and Media Academy M97SS (622 pupils)
  13. 0.7 miles Manchester Creative and Media Academy for Boys M97SS (414 pupils)
  14. 0.8 miles Broadhurst Primary School M400BX (233 pupils)
  15. 0.8 miles South Chadderton School OL98EA
  16. 0.8 miles Hardman Fold Community Special School M350DQ
  17. 0.8 miles Spring Brook School M350DQ (69 pupils)
  18. 0.8 miles Collective Spirit Free School OL98EA (42 pupils)
  19. 0.9 miles St Dunstan's RC Primary School M409HF (289 pupils)
  20. 1 mile Lily Lane Primary School M409JP (482 pupils)
  21. 1 mile Lily Lane Infants' School M409JP
  22. 1 mile St John Bosco RC Primary School M97AT (232 pupils)
  23. 1.1 mile Crosslee Community Primary School M96TG (316 pupils)
  24. 1.1 mile Moston Lane Community Primary School M94HH (458 pupils)

List of schools in Manchester

School report

St Matthew’s RC High School

Nuthurst Road, Moston, Manchester, M40 0EW

Inspection dates 26-27 September 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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
previous inspection.
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.

Inspection team

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

Full report

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

Inspection judgements

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
    problem-solving assignments.
  • 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
    fully embedded.
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
    previous inspection.
  • 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 Judgement Description
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

School details

Unique reference number 105577
Local authority Manchester
Inspection number 405001

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

Type of school Secondary
School category Community
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
Headteacher Kevin Hogan
Date of previous school inspection 16 February 2011
Telephone number 0161 6816178
Fax number 0161 6818590
Email address reveal email: cont…
Inspection report: St Mathew’s RC High School, 26-27 September 2012 9 of 9


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