Charters School

Inspection of Charters School Charters Road, Sunningdale, Ascot, Berkshire SL5 9QY

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Sixth-form provision Outstanding

p.1

Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 28 and 29 March 2023

p.1

What is it like to attend this school?

Pupils are proud to attend this school. They learn well and have access to a wide range of opportunities to develop their skills and talents. They recognise that their teachers have high expectations of them, and this motivates them to think ambitiously about their futures. One parent summed up the views expressed by many: ‘Charters feels like an exciting place to study, with lots of opportunities for children regardless of academic ability. The teachers work hard to achieve high standards, and pastoral support is good.’

p.2

What is it like to attend this school?

The behaviour of most pupils is very good and reflects the school’s values of unity, respect and excellence. Pupils feel safe in school. They know that there are lots of adults they can go to if they need help or advice. Although there is some unkind behaviour and bullying, it is dealt with effectively by leaders once reported.

p.2

What is it like to attend this school?

Pupils appreciate that, even though this is a large school, they are known well by teachers and leaders. Pupils enjoy being a part of the Charters community and experiences, such as trips, sports days and concerts, form a particularly important part of their time here.

p.2

better?

Pupils achieve well here in a broad range of subject areas. Leaders have thought about what they want pupils to learn and how this should build over time from Years 7 to 13. Teachers use a range of different methods skilfully to check that pupils are learning what they intend, and to identify any gaps in understanding. Pupils with special educational needs and/or disabilities (SEND) learn well as a result of recent improvements to the way their needs are identified and met in the classroom. When pupils fall behind, they benefit from additional help outside of their usual lessons to help them catch up with their peers. This includes effective support for struggling readers. Students in the sixth form learn particularly well. Teachers use their impressive subject expertise to inspire students and motivate them to be curious.

p.2

better?

Behaviour in lessons is calm and focused. Off-task behaviour is dealt with quickly by teachers, so that it does not prevent anyone from learning. At breaktimes, the majority of pupils behave well. However, the behaviour of some pupils is boisterous at times. There are also a small number of pupils who are disruptive and sometimes defiant. Leaders have identified this and have put in place effective plans to help these pupils improve their behaviour.

p.2

better?

Pupils’ wider development is a clear priority at this school. Leaders ensure that pupils benefit from an extensive programme of clubs and enrichment activities. Opportunities include sports, music and drama as well as competitions and events linked to particular subject areas. This is especially strong in the sixth form, where students have extensive enrichment opportunities built into their timetables. Many use this time to provide service to the school or their local community, for example, 28 and 29 March 2023

p.2

3

by visiting elderly residents in a nearby nursing home. Some take on student leadership responsibilities on the school council and its committees.

p.3

3

Leaders have made recent improvements to the curriculum for personal, social, health and economic (PSHE) education. The plans they have introduced provide good coverage of the things pupils need to know to prepare them for life in modern Britain. However, these have been introduced very recently and have not yet had time to be fully effective. Some pupils’ experience of PSHE lessons has been repetitive or disjointed. Leaders have rightly identified that some groups of pupils do not feel well represented within the PSHE programme, particularly in the way that equality and racism is discussed.

p.3

3

Throughout their time at Charters, pupils are helped to make important choices about their futures. Leaders make sure that, although the sixth form is the most popular option after Year 11, pupils know about alternatives, such as apprenticeships and vocational routes. The guidance and support given to students in the sixth form to identify and secure their next steps is highly beneficial because it is closely matched to their interests and ambitions.

p.3

3

Leaders and trustees know their school well. They have an accurate understanding of its strengths as well as those areas which could be developed further. Trustees bring a range of expertise to their roles. They understand their responsibilities and provide effective support and challenge to leaders. They use a range of methods to make sure that the information they are given by leaders matches what is happening in school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders make sure that adults in school receive effective and regular training, so that safeguarding remains a priority. Staff report any concerns about pupils’ welfare, even if they seem small. Leaders take timely and appropriate action and help is secured quickly when needed. This includes working with external agencies and mental health professionals as required. The necessary checks are carried out on new staff and any concerns are handled well. Pupils learn about how to keep themselves safe through the newly improved PSHE curriculum.

p.3

(Information for the school and appropriate authority)

 Although pupils generally behave well, behaviour at breaktimes is sometimes boisterous. A small minority of pupils are sometimes defiant or disruptive. Leaders should make sure that staff are consistent in addressing behaviour which falls below the expectations set out in the school’s behaviour policy. 28 and 29 March 2023

p.3

4

 Leaders’ recent improvements to the curriculum in PSHE are not fully embedded. Some pupils do not remember what they have learned in these lessons. Their learning over time does not build consistently on what they already know. Leaders should evaluate the impact of the PSHE curriculum, so that they can continue to refine their plans.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 28 and 29 March 2023

p.4

School details

Inspection number 10256327 Type of school Secondary

p.5

provision

Number of pupils on the school roll 1729

p.5

sixth form

Date of previous inspection Not previously inspected

p.5

Information about this school

 Charters School converted to become an academy in October 2012. When its predecessor school, of the same name, was last inspected by Ofsted in November 2009 it was judged to be outstanding overall.  This school is a single-academy trust and has a board of trustees who are solely responsible for governance.  The school’s current headteacher joined the school in September 2020, during the COVID-19 pandemic.  The school makes use of three registered and on unregistered alternative provider.  The school meets the requirements of the Baker Clause, which requires leaders to ensure that pupils in Years 8 to 13 receive impartial advice about technical education, qualifications and apprenticeships. 28 and 29 March 2023

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

p.6

Information about this inspection

This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.

p.6

Information about this inspection

 Inspectors held meetings with a range of leaders, including the headteacher and members of the senior leadership team. They also met with subject leaders, pastoral leaders, a range of non-teaching staff and teachers early in their careers.  Inspectors spoke with trustees about their roles.  Inspectors carried out six deep dives in these subjects: English, mathematics, science, physical education, history and languages. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors considered survey responses from parents, pupils and staff. Inspectors also spoke to a wide range of pupils throughout the inspection.  Inspectors judged the effectiveness of the school’s safeguarding procedures by meeting with leaders, scrutinising the single central record, sampling

p.6

Information about this inspection

safeguarding records and talking with pupils, teachers, non-teaching staff and leaders about this aspect of their work.

p.6

Information about this inspection

Chris Ellison, lead inspector His Majesty’s Inspector

p.6

Information about this inspection

James Rouse Ofsted Inspector 28 and 29 March 2023

p.6

7

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7