Charlton School

Highlights from Latest Inspection

What is it like to attend this school?

Charlton School leaders and pupils share the same high aspirations.

Pupils understand and follow the school vision of 'building knowledge, developing character and inspiring futures'. Relationships between pupils and staff are warm and respectful. Teachers treat pupils as individuals and pupils welcome this.

Most pupils work hard and want to do well. In a small number of lessons, a minority of pupils demonstrate some low-level off-task behaviours. Teachers act quickly and efficiently to address any behaviour issues.

During social times, pupils walk and mix in a calm and orderly manner. If incidents of poor language or behaviour occur, leaders deal with them s...wiftly. Pupils feel safe.

They say they know who to talk to about any concerns they have.

Leaders prioritise pupils' personal development well. The extra-curricular programme is rich and diverse.

Pupils regularly take part in a range of clubs, such as baking, dance and board games. Pupils value being able to participate in the Duke of Edinburgh's Award Scheme and school productions. Opportunities, such as trips to art galleries for art, to Berlin for history and to amusement parks for performing arts, enhance the curriculum.

What does the school do well and what does it need to do better?

Leaders have developed an ambitious and well-sequenced curriculum. All pupils follow the same curriculum, including pupils with special educational needs and/or disabilities (SEND). Leaders' actions to develop the curriculum have led to improving pupil outcomes by the end of key stage 4.

Leaders have identified the important things that pupils need to know in order to succeed. In some subjects, teachers present key knowledge precisely. This helps pupils to learn and remember it.

For example, in art, pupils have successfully used their understanding of drawing and calligraphy when developing their art skills in the broader topic of patterns. However, some teachers do not check if pupils have remembered important knowledge precisely enough. This can lead to gaps in some pupils' knowledge that are not addressed.

In some subjects, teachers do not take opportunities to develop and challenge pupils' knowledge and understanding as fully as they might. For example, some teachers do not always ask pupils questions that have sufficient depth or set challenging tasks for pupils to complete. This means that pupils are not able to fully extend their understanding of different topics.

Leaders quickly identify pupils with SEND. 'Pupil profiles' provide precise information for staff about pupils' individual needs. Teachers use this information effectively to adapt their teaching.

Leaders ensure that all pupils access the same ambitious curriculum. They adapt the curriculum to meet all pupils' needs. This means that pupils with SEND successfully access learning and achieve in line with other pupils.

Leaders are developing a range of strategies to support pupils who are not confident readers. Teachers encourage pupils to read often, including during tutor sessions. Teachers model reading by highlighting keywords.

Teachers also discuss pupils' understanding of these words.

Most pupils' behaviour and attitudes are respectful and positive. Inappropriate language and behaviour are rarely heard or seen.

Pupils say that derogatory language is uncommon, but they occasionally hear it around the school. Leaders deal with it quickly if heard. Some pupils say the school is now 'more calm and orderly' than it has been in the past.

Leaders celebrate positive behaviour across the school, such as in assemblies, and pupils welcome this.

Pupils' well-being is at the forefront of leaders' vision, including pupils' mental health. Leaders actively support pupils who need extra help.

Leaders have a well-planned programme of personal, social, health and economic education. Pupils learn about topics such as healthy relationships, democracy and online safety. All students receive unbiased information on potential next steps and high-quality careers guidance.

This prepares them well for the next stages of their lives.

Senior leaders and governors know their school very well. Leaders have a well-thought-out professional development programme for staff.

They ensure that there are opportunities for staff to collaborate effectively. Governors are well-informed about the curriculum. They both support and hold leaders to account for the decisions taken.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding is exceptionally well embedded in the culture of the school. Leaders are visible in person and their photographs are on display around the school.

Leaders know the pupils and their local context exceptionally well. They use this knowledge to plan support and help for pupils and their families. External agencies are contacted quickly where early help is required.

All staff are proactive in reporting any concerns. Staff and governors receive extensive training, which is updated throughout the year.

Pupils are taught about how to keep themselves safe, including online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some lessons, teachers do not always use assessment systems consistently or effectively to check what pupils know. As a result, pupils develop gaps or misunderstandings in their knowledge, which are not addressed. Leaders should ensure that all teachers check pupils' understanding consistently to identify and address any gaps in knowledge or misconceptions quickly.

• Some teachers do not provide pupils with sufficient opportunities to deepen their learning. This means that pupils miss opportunities to gain a greater understanding of the subject. Leaders should ensure that all teachers continue to provide pupils with a range of learning activities and questions that will challenge pupils, expand their learning and deepen their understanding.