St Charles Voluntary Catholic Academy

Highlights from Latest Inspection

What is it like to attend this school? '

We smile – lots' is a motto that is truly lived out by staff and pupils at this school. Pupils are happy.

They think that one of the best things about the school is the teachers – 'who care about us'. Pupils from diverse backgrounds are welcomed. They celebrate being part of a collective family.

For example, they enthusiastically sing songs that reference 'it's you and me that builds community'.

Pupils respond to the high expectations of the school. They receive the precise support they need to thrive.

The school provides lots of experiences to inspire pupils. For example, the school brings in creatures such as goats and tarantulas to help pupils le...arn about life cycles and adaptations. Children in early years look forward to hatching chicks.

Pupils are polite and have excellent behaviour. They feel safe and have trusted adults. They are taught about road safety and local dangers, such as those posed by derelict buildings.

Pupils who attend regularly make good progress through the curriculum. Some pupils do not attend regularly enough.

Pupils contribute to the school through leadership positions such as school councillors, junior chaplains and librarians.

Pupils take part in a range of clubs and activities, such as cooking, singing, hairdressing and football.

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

The school has carefully designed the curriculum to meet a wide range of pupil needs. The curriculum breaks down learning into clear steps.

Pupils are taught the important vocabulary that they need to learn. Teachers regularly revisit and review prior learning. This helps pupils to know and remember more, including a significant number who speak English as an additional language and those with special educational needs and/or disabilities (SEND).

Children in early years learn the knowledge and skills they need to be successful in Year 1.

Teachers are well trained and have secure subject knowledge. They adapt and reteach lessons to ensure pupils understand concepts.

For example, pupils in mathematics were observed revisiting the concept of perimeter to consolidate their knowledge. Pupils display their work to help them remember what they have learned. Teachers use resources that link images to subject-specific vocabulary.

Pupils are encouraged to discuss their ideas using this vocabulary. This helps them to develop their knowledge and understanding. Children in early years develop skills of communication through imaginative activities.

For example, they interact in the role-play area of 'Charlesville', with a fictitious shop, police station and church.

Many pupils join or leave the school midway through different school years. This contributes to some variability in pupils' outcomes in published assessments.

Pupils who join the school are provided with personalised support to catch up and keep up with their peers. They progress well through the curriculum from their starting points. The school identifies the needs of pupils with SEND effectively.

They are provided with support that precisely matches their needs.

The school has placed reading and the development of language skills as top priorities. Pupils receive expert tuition in phonics.

Pupils who arrive with limited or no experience of English are provided with the precise intervention they need. They rapidly improve their ability to read. Weak readers are identified quickly and provided with appropriate support.

Pupils enjoy reading. They talk with enthusiasm about stories they have read.

Pupils have excellent relationships with teachers.

They value their lessons and enjoy learning. Pupils behave extremely well. They are attentive in lessons and move around the school quietly.

Pupils are highly respectful to adults and to each other. They greet visitors with handshakes and wish them 'a nice day'. Children in early years learn routines and respond well to the high expectations of staff.

Some pupils do not attend school frequently enough. The school continues to work on breaking down barriers to attendance.

The school's 'St Charles' Pledge' offers a wide variety of personal development opportunities.

For example, pupils visit museums and art galleries and participate in theatre productions. Pupils are taught how to keep themselves safe and about healthy and unhealthy relationships. They learn about body changes at puberty and about celebrating differences.

However, pupils' awareness of fundamental British values, protected characteristics and world faiths is variable. Some pupils struggle to remember their significance.

Leaders at all levels have made significant improvements to the school.

Staff are unanimously positive about the school and about their workload and well-being. One staff member, representative of many, said, 'I love coming here, the children enrich my life.' Governors and trustees have a thorough understanding of the school.

They offer highly effective support and challenge to school leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not attend school regularly enough.

This impacts on the progress they make through the curriculum. Ultimately, this reduces the attainment of some pupils in published assessments. The school should further develop and embed strategies to engage with the wider community and improve attendance of pupils at the school.

• Pupils have varying recall and understanding of fundamental British values, protected characteristics and world faiths. This limits how well they are prepared for life in modern Britain. The school should ensure that pupils are able to consistently recall and explain these aspects of the personal, social and health education curriculum.