King Charles I School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils benefit from an ambitious curriculum for all, centred on the study of a humanities subject and a modern foreign language at key stage 4. Leaders prioritise the development of reading. Pupils learn what leaders intend because teachers plan their lessons effectively.

Teachers help pupils to remember in the long term what they have learned. Pupils achieve well.

Leaders have addressed the issues identified in the previous inspection report.

They continue to set high expectations for staff and pupils alike. Staff generally implement the behaviour policy fairly, although some inconsistencies remain. Pupils behave well in lessons and at social times.

...>They take a positive approach to their studies. Staff resolve any bullying incidents. Pupils know who to turn to, and they feel safe.

Pupils' mental health is supported effectively. In many cases, the support precisely meets their needs. Pupils respect others, including those different from themselves.

They take part in a range of extra-curricular activities, including competitive sports and cadets. Staff prepare pupils, including those in the sixth form, well for the next stage in their education.

Students enjoy life in the sixth form and achieve well.

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

Leaders have planned a broad and ambitious curriculum across the school. They make sure that pupils' learning builds upon what they already know. The large majority of pupils at key stage 4 follow a programme that includes English, mathematics, modern foreign languages, humanities and science.

Pupils can choose from a wide range of other subjects.

Teachers are knowledgeable. They use technical vocabulary to good effect to explain new learning.

They think hard about the curriculum and put it into practice well. Teachers plan lessons so that pupils add to their knowledge in manageable steps. They check on how well pupils are learning by, for example, using mini whiteboards.

Teachers address any gaps in pupils' knowledge and support pupils to remember in the longer term what they have learned by, for example, asking questions at the start of each lesson.

Pupils with special educational needs and/or disabilities (SEND) learn well. Leaders identify their additional needs accurately and make sure that staff understand how best to meet them.

Warm relationships with staff help pupils from the resourced provision, The Communications Centre, to thrive.

Leaders take effective steps to develop pupils' reading skills. During tutor time, all pupils benefit from reading together a planned sequence of texts linked to different subjects.

Pupils who join the school as weaker readers receive helpful additional support and catch up quickly.

Leaders set high expectations for pupils' work and behaviour. Pupils are attentive in lessons and work hard.

Disruption to learning is rare. Pupils behave responsibly at social times, and both school sites are calm and orderly. Leaders expect staff to implement the school's behaviour policy fairly and constructively.

Most staff do so. As a result, relationships between staff, pupils and their parents and carers are strong. However, where this is not the case, pupils perceive it as unfair.

Pupils develop a good understanding of personal safety, relationships and social issues as part of a well-planned programme. They are taught to respect each other's views through discussion and debate. Pupils benefit from trips to enrich their studies, such as to London art galleries or to Germany.

Students in the sixth form enjoy a particularly varied enrichment programme. Leaders are raising the profile of the school's values by, for example, relating them to pupils' rewards. Leaders use alternative provision with deep care and consideration.

They are determined that pupils will be placed in the best provision to get the help and support they deserve and need. This is successful.

The careers programme is a strength of the school.

Pupils, including those in the sixth form, receive wide-ranging and impartial advice. They are well prepared for the next stage in their lives. Staff provide additional careers opportunities for pupils with SEND.

The rate of pupils' attendance fell following the COVID-19 pandemic. Staff have used a wide range of strategies in conjunction with other agencies to encourage regular attendance. These strategies have met with some success, but there remains a group of pupils who are absent too often.

Because they do not attend regularly, they sometimes struggle to behave well. These pupils miss important learning, which restricts their academic achievement.

Leaders have ensured that staff receive relevant training.

For example, they have been trained in the skills needed to teach reading or to provide mental health support. Less experienced staff receive effective training when they join the school. Staff believe that leaders take their workload into consideration.

Safeguarding

The arrangements for safeguarding are effective.

Pupils learn about the risks they may face, including those originating online. Leaders make sure that staff are well trained in safeguarding so that they know how to identify pupils who may be at risk.

They keep staff updated about issues that might pose a threat. Leaders support those who are vulnerable with sensitivity and tenacity.

The school maintains the necessary safeguarding records.

Leaders make the right checks on the staff who join the school.

Pupils feel safe. They appreciate the opportunity to raise concerns in a confidential way.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A few staff do not implement the school's behaviour policy with the consistency and good judgement that leaders seek. As a result, pupils sometimes feel unsure about what sanction they can expect and think that they may have been treated unfairly. Leaders should ensure that all staff comply with their expectations and provide additional training for those who would benefit from it.

• A few pupils, many of whom are disadvantaged, do not attend school regularly. Their academic progress suffers as a result, and their behaviour often falls below the standards expected of the school. Leaders should embed their current strategies to engage these hard-to-reach pupils and their families with a view to improving their attendance, behaviour and outcomes.