King Charles Primary School

Inspection of a school judged good for overall effectiveness before September 2024: King Charles Primary School Wilkes Avenue, Bentley, Walsall, West Midlands WS2 0JN

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Outcome

King Charles Primary School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

The school has high expectations of pupils, and they attain well over time. In the early years, children are encouraged to be curious, creative and to explore. Teachers make effective use of the extensive outdoor space to successfully promote children’s language and physical development. Pupils of all ages take part in immersive experiences where they can learn by travelling back in time or venturing to different parts of the world.

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What is it like to attend this school?

Pupils demonstrate the ‘King Charles Way’ values, such as resilience and showing kindness while they learn and play. They feel happy, valued and safe. Pupils feel safe because staff care for them. They know that they can talk to an adult if they have any concerns. Most pupils conduct themselves well in lessons and during social times. Staff support the small number of pupils who struggle with their behaviour appropriately.

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What is it like to attend this school?

Pupils enjoy taking on a range of leadership responsibilities, such as digital ambassadors, playground buddies and values ambassadors. A wide range of clubs cater well to pupils’ interests. Clubs such as multi-sports, sewing and cheerleading are well attended.

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What is it like to attend this school?

Parents and carers appreciate the many opportunities to visit the school. These include reading cafés and theme days, where parents can work alongside their children.

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

The school has designed a curriculum that identifies the knowledge, skills and vocabulary pupils must learn. Staff ensure there are regular opportunities for pupils to revisit previous learning before completing activities that build on what they already know. This helps pupils to remember their learning and achieve well over time. Older pupils, for example, confidently recalled what they knew about the rainforest environment before exploring the Mayan way of life. 25 and 26 March 2025

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Staff present new ideas clearly. They quickly provide extra support when pupils have any gaps in their understanding. In mathematics, for example, staff use practical resources and modelled examples to explain concepts. Staff also give pupils the chance to practise before moving them on to independent work. This practise time helps staff to identify and address any gaps in learning. Most pupils have the chance to apply their mathematical knowledge and explain their thinking by completing problem-solving activities. However, pupils who are not confident mathematicians do not get as many opportunities to apply their knowledge as their classmates. As a result, some pupils miss the chance to extend their mathematical thinking.

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Reading is at the heart of the school’s curriculum. Staff teach the school’s phonics programme effectively. Pupils who are behind in their reading catch up with their peers because they receive timely support. As a result, pupils learn to read with accuracy and fluency. The school uses a wide range of strategies to promote a love of reading. Pupils benefit from access to high-quality reading texts linked to different subjects. In the school library, pupils sit and relax while listening to audio recordings of stories. Pupils in Years 1 and 2 look forward to moving their names up the branches of their class reading tree and earning rewards for reading at home. Classrooms have inviting reading corners that contain an array of authors and genres.

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The school is quick to identify the needs of pupils with special educational needs and/or disabilities (SEND). Staff skilfully adapt their instructions and activities to help pupils access the curriculum. The school works well with external specialists to support pupils with high levels of need. As a result, pupils with SEND learn well.

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At every opportunity, the school promotes to families the importance of pupils’ attendance. The school monitors attendance rigorously and works well with parents and carers to remove barriers that may prevent regular attendance. Despite this, some pupils, particularly those who are disadvantaged, have high levels of absence. This means they miss out on learning and all the school has to offer.

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The school supports pupils’ personal development well. Pupils learn to be healthy and stay safe in different contexts. For example, the youngest children learn to climb and jump carefully in the outdoor area. Older pupils learn to use equipment safely when cooking in the school kitchen. Pupils are respectful and welcoming. Staff manage the occasional incidents of poor behaviour quickly. Pupils’ achievements are celebrated in assemblies and published in the regular newsletters.

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There is a real sense of teamwork at the school. Leaders, staff and governors want the very best for the pupils. Leaders and governors have an accurate understanding of the school’s strengths and next steps. Their open and transparent approach ensures swift action is taken to secure the necessary improvements. Staff appreciate that the school considers their well-being and workload when making any changes. 25 and 26 March 2025

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some pupils are not provided with enough opportunities to deepen their understanding of mathematical concepts. As a result, they do not learn how to apply their knowledge to different contexts. The school should make sure that pupils routinely encounter opportunities to develop their ability to problem-solve and reason.  Rates of absence and persistent absence, especially for some disadvantaged pupils, are too high. These pupils are missing their education too often. The school should continue to embed its approach to supporting and challenging some parents to ensure that their children attend more often and, therefore, benefit from the school’s provision.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in February 2020. 25 and 26 March 2025

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How can I feed back my views?

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.

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How can I feed back my views?

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

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 25 and 26 March 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 11 and 12 February 2020, under section 5 of the Education Act 2005

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Information about this school

 The school does not use any alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector met with the headteacher, deputy headteacher, assistant headteacher, other school leaders and a group of staff.  The inspector met with the chair of the governing body and two other governors. The inspector had a telephone conversation with a representative from the local authority.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. The inspector also observed pupils reading to a familiar adult. 25 and 26 March 2025

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 To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector observed pupils’ behaviour in lessons, when moving around the school and during breaktimes. The inspector also considered a range of documents and other information about the behaviour, attitudes and personal development of pupils.  The inspector held discussions with staff, pupils and parents. The inspector also considered the responses to the online survey, Ofsted Parent View, and the responses to the online staff and parent surveys.

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Inspection team

Usha Devi, lead inspector Ofsted Inspector 25 and 26 March 2025

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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.

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