Charlton School

Inspection of Charlton School Apley Avenue, Telford TF1 3FA

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good

p.1

Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 4 and 5 May 2023

p.1

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.

p.2

What is it like to attend this school?

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 swiftly. Pupils feel safe. They say they know who to talk to about any concerns they have.

p.2

What is it like to attend this school?

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.

p.2

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.

p.2

better?

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.

p.2

better?

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.

p.2

better?

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. 4 and 5 May 2023

p.2

3

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.

p.3

3

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.

p.3

3

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.

p.3

3

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.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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.

p.3

Safeguarding

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

p.3

(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 4 and 5 May 2023

p.3

4

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.

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. 4 and 5 May 2023

p.4

School details

Number of pupils on the school roll 1,231

p.5

School details

Date of previous inspection Not previously inspected under section 5 Education Act 2005

p.5

Information about this school

 The school is one of 10 schools in the Learning Community Trust.  The school makes use of six registered alternative providers.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 7 to 13 with information and engagement about approved technical education qualifications and apprenticeships.  Charlton School converted to become a sponsor-led academy in December 2018 and is sponsored by the Learning Community Trust. When its predecessor school, with the same name, was last inspected by Ofsted, it was judged to be inadequate overall.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. 4 and 5 May 2023

p.5

6

 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.  Inspectors focused on the following deep dives: English, art, history, mathematics and technology. 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 also looked at other subjects to check the curriculum and how these subjects are taught.  Inspectors reviewed a range of school documents. These included information about behaviour, attendance, the school’s curriculum and improvement planning. The school’s website was also checked.  Inspectors talked to staff and leaders about safeguarding arrangements. They examined how leaders make employment checks on staff and scrutinised further

p.6

6

safeguarding records. Inspectors also looked at how incidents reported by pupils are recorded and analysed.  Inspectors observed informal times of the day to evaluate pupils’ behaviour.  Inspectors held meetings with trustees, governors, the principal, senior leaders, subject leaders, pastoral leaders, teachers, including early careers teachers, students and pupils. They also talked informally to students, pupils and staff to gather information about school life.  Inspectors considered responses to Ofsted Parent View, including the free-text comments. Inspectors also considered the responses to Ofsted’s survey for staff and the pupil questionnaires.

p.6

Inspection team

Stuart Clarkson, lead inspector His Majesty’s Inspector

p.6

Inspection team

Mark Feldman Ofsted Inspector 4 and 5 May 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