Mount Charles School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to be part of this warm, happy school.

Fostering a sense of belonging lies at the heart of the school's work. This is evident in the excellent, trusting relationships that staff build with the families they serve.

The school provides pupils with a wealth of new experiences.

They go on trips that enhance their learning and have access to a wide range of extra-curricular clubs and activities. These carefully chosen opportunities broaden their horizons and extend their interests.

The school has high expectations for the achievement of all pupils.

Pupils work hard to meet these expectations. They demonstrate a love for learning ...and an eagerness to participate in lessons. Attendance is high.

The behaviour and attitudes of pupils are exemplary.

Pupils relish the opportunities provided to develop their character and leadership skills. They contribute to school life through various roles.

These include being head pupils, school councillors, eco-council members and reading ambassadors. Staff ensure that all pupils have equal opportunities to participate in these roles.

This is a very kind and caring school.

Pupils feel safe. They know that their teachers will deal with any worries or concerns they may have.

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

The school has designed an ambitious, broad and well-structured curriculum.

This runs from the start of the early years through to Year 6. It has identified the important knowledge and vocabulary that pupils should learn in each subject. Teachers use their subject knowledge well to teach and clearly explain new concepts.

They check pupils' learning routinely. They use this information to identify gaps in pupils' understanding. This helps pupils build knowledge securely.

They confidently recall what they have learned previously. However, when pupils have a secure grasp of a concept, sometimes staff do not move pupils on to their next steps soon enough. This can slow progression through the curriculum for some pupils.

Reading is a high priority and begins as soon as children start school in the early years. Teachers follow the school's chosen phonics programme closely. This provides a consistent approach to teaching reading and helps pupils to become successful readers.

Books match pupils' phonics knowledge. This helps to develop their reading fluency. Pupils who fall behind receive additional support that helps them to learn to read well.

Pupils enjoy reading and listening to stories.

The school has effective systems for identifying the needs of pupils with special educational needs and/or disabilities. These pupils are fully included in school life.

Staff work closely with parents and other agencies to ensure support is well matched to each pupil's needs.In the early years, children get off to a flying start. Staff have exceptionally high expectations, fostering a love for learning from the very beginning.

Adults actively nurture independence, encouraging children to develop confidence in their abilities. Carefully designed indoor and outdoor activities provide rich opportunities to reinforce and extend learning. With expert guidance, children rise to challenges and consistently strive to achieve their very best.

The school has very high expectations for pupils' behaviour. Relationships throughout the school are strong. Pupils engage in learning well, remain focused during lessons and face challenging tasks with enthusiasm.

Classrooms are calm and purposeful. Pupils are polite and courteous around the school.

Pupils attend school regularly.

Where necessary, the school works closely with families to provide additional help. Promoting positive attendance is a very high priority for the school. Strategies to improve attendance are effective and have a positive impact on the most vulnerable pupils at the school.

There is an exceptionally strong focus on promoting pupils' personal development at the school. There is a shared determination to support pupils to become confident, resilient, independent learners. The school provides well-planned, high-quality experiences through the curriculum, assemblies and enrichment activities.

The school helps pupils understand how to be responsible, respectful and active citizens. Pupils gain an understanding of different faiths, cultures and lifestyles through the well-designed curriculum. The school prepares pupils exceptionally well for life in modern Britain.

As a result, pupils flourish both socially and emotionally at this school.

The school benefits from highly effective leadership. The trust and local governing body have a clear understanding of the school's strengths and what can be further improved.

Trustees and governors use their expertise to support and challenge the school. Leaders ensure that staff access high-quality training, which helps them to develop their subject knowledge and continually improve the curriculum. Staff are overwhelmingly proud to work at the school.

They appreciate the steps taken to support their well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, checks on pupils' learning are not used with enough precision to identify what pupils already know.

As a result, staff do not move some pupils on to more complex learning when pupils are ready. Therefore, some pupils do not build their knowledge as well or as quickly as they could. The trust needs to refine the approach to these checks so that all pupils progress as well as possible through the curriculum.