Charing Church of England Primary School

Charing Church of England Primary School

Address: School Road, Charing, Ashford, Kent, TN27 0JN Unique reference number (URN): 144835

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils progress through the curriculum confidently. They develop the skills and knowledge they need. Pupils apply these very effectively. They recall their learning accurately and discuss it confidently. Pupils use subject-specific vocabulary precisely in their discussion. They develop secure foundational skills and knowledge in reading, writing and mathematics. This starts effectively in early years. Pupils' understanding becomes increasingly sophisticated over time. Pupils' handwriting and spelling are accurate. This also improves over time swiftly with well-planned opportunities to practise. Pupils, including the most reluctant readers, become fluent and confident readers.

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Achievement Strong standard

Pupils achieve very well in national tests. These outcomes match the high-quality work in pupils' books. Pupils develop well-defined skills and knowledge across the curriculum. They progress quickly from their starting points. As a result, all pupils, including those with multiple barriers to learning, achieve very well. This means that they are very well prepared for their next steps.

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Curriculum and teaching Strong standard

Leaders know the school very well. This helps them to identify how teachers and support staff can be best used to deliver the curriculum expertly. The curriculum is highly ambitious. Leaders ensure that pupils have the skills and knowledge they need. In key areas, such as writing, the curriculum maximises the opportunities that pupils have to develop these crucial skills. The curriculum is well sequenced, but leaders recognise in some subjects further refinement would help teachers to develop highly responsive teaching to help pupils to excel. Pupils have ample opportunities to build on their prior learning. This becomes increasingly sophisticated over time.

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Curriculum and teaching Strong standard

Teachers explain learning skilfully. They model key vocabulary accurately. Teachers design well-structured activities. These help to deepen pupils' skills and knowledge over time. Teachers make timely and systematic checks on pupils’ understanding. This helps teachers to quickly address misconceptions. It also helps pupils to reflect on and improve their own work effectively. Teachers use their checks to identify pupils' gaps in learning effectively. This helps them to adapt activities to match the needs of pupils accurately.

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Curriculum and teaching Strong standard

The school rightly prioritises pupils' foundational knowledge in reading, writing and mathematics from the early years. This helps pupils to become confident writers and fluent readers. The school has implemented an appropriate phonics curriculum. It also prioritises reading for older pupils. Leaders ensure that they engage reluctant readers swiftly. The wider curriculum is also highly effective. Leaders ensure that pupils benefit from teachers who are expert in all areas of the curriculum. As a result, staff implement the whole curriculum consistently well.

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Early years Strong standard

Leaders ensure that children have a very successful start to their education. Leaders have a clear passion for early years. They ensure that the curriculum is well designed and taught successfully. The curriculum ensures that children build on their foundational knowledge in reading, writing and mathematics over time. Children benefit from high-quality interactions with staff. All staff address misconceptions and gaps quickly. This helps children to develop their language and vocabulary swiftly. Routines are well established, and attitudes to learning are highly positive. Children settle quickly and play together cooperatively. As a result, early years is a purposeful and happy environment.

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Early years Strong standard

Children are very well prepared for their next stage steps. This starts in nursery, where staff support children to become increasingly independent. The youngest children express their wants and needs confidently. Staff identify starting points precisely. Teachers ensure that children make a strong start and can move forward swiftly. Pupils develop a secure understanding of the sounds and letters they need. They recall key number facts and write accurately. This helps them to be ready for later learning in Year 1. Transition is carefully planned into early years. Parental involvement is robust. Parents and carers are well informed to support their child's learning at home.

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Inclusion Strong standard

The school has systematic processes to identify the emerging needs of pupils swiftly. This includes precise strategies to identify the needs of the many pupils who join during the school year. Staff know the pupils very well. This helps them to tackle any potential barriers to learning quickly. This includes a range of carefully planned interventions led by skilled staff. These help pupils to fill gaps in learning and catch up quickly. Leaders carefully map out the detailed provision and support that pupils need. Staff use these strategies consistently well. This helps pupils to access the curriculum and become increasingly independent. Staff receive high-quality training aligned carefully to the needs of pupils. This helps them to support pupils very effectively.

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Inclusion Strong standard

Leaders monitor pupils' progress precisely. This allows them to identify quickly if pupils, including those with special educational needs and/or disabilities, are thriving. This helps them to amend and adapt pupils' support as required. This work means that pupils achieve very well in class and in the national tests they take. The school has designed an ambitious strategy for the use of additional funding. This not only benefits disadvantaged pupils but has clear impact for all. It ensures that all pupils benefit from the school's excellent work. For example, staff use their training to become experts in addressing the specific needs of the pupils they work with.

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Leadership and governance Strong standard

Leaders have an almost palpable sense of ambition for every pupil. They know the school context precisely. Leaders use this understanding to ensure that the school adapts quickly to the changing needs of pupils. Leaders' detailed understanding of the curriculum has also allowed them to make deliberate decisions around staffing. This has led to rapid improvement. Leaders undertake detailed self-evaluation. This has informed a comprehensive and well-designed improvement plan. They have rightly prioritised areas such as early years and attendance. Leaders communicate these priorities to staff well. This means all staff work together towards improvement targets positively. This has led to rapid improvement in many areas.

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Leadership and governance Strong standard

Governors and trustees are very experienced. They work positively to create a culture of high challenge and support for leaders. They know the school very well and develop a detailed understanding of the school’s work. Governors understand their statutory duties well and undertake them diligently. They know the barriers that pupils may face and have a clear understanding of how the school uses additional funding to help break these down. The school has a high-quality programme of professional learning. This helps staff to develop their wider professional knowledge. As a result, leaders at all levels are skilled and have a positive impact.

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Leadership and governance Strong standard

Leaders, including those responsible for governance, share the same high ambition for pupils. Staff are highly dedicated. This is evident in the number of parents who said that staff ‘go above and beyond’. Pupils benefit clearly from this level of commitment. Staff enjoy working at the school and feel well supported by leaders. They share the same ambitious vision.

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Personal development and wellbeing Strong standard

The school’s work on personal development is highly effective. Leaders have designed an ambitious programme for personal development. This is carefully matched to the unique context of the school and its pupils. Pupils benefit from a very well-designed personal, social and health education (PSHE) curriculum. Pupils enjoy their learning in PSHE. They build a deep understanding of how to keep themselves safe when working online. Pupils also have a sophisticated understanding of how to maintain healthy relationships. The school's approach helps them to develop a secure understanding of key concepts, such as democracy. The school enhances this with well-planned activities, such as trips to the Houses of Parliament. This enables pupils to build a deep understanding of the wider world. The impact of this work is evident when talking to pupils. For example, pupils have an excellent understanding of diversity. They are passionate about the importance of standing

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Personal development and wellbeing Strong standard

up to discrimination. This helps them to feel a clear sense of belonging.

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Personal development and wellbeing Strong standard

Pupils value the school and each other. They have a clear voice and know that staff listen to them carefully. Pupils develop the strength and self-assurance to become increasingly confident and resilient. Leaders consider pupils' views carefully before making changes. They match wider curricular opportunities to key targets for pupils. For example, pupils visit an art gallery or represent the school in sport. This helps pupils to develop a broad range of skills and talents. Leaders monitor this carefully. They ensure that all pupils, including those who are disadvantaged, benefit from the high-quality offer. There are no financial barriers to participation. Leaders prioritise pupils' wellbeing. They use their detailed understanding of pupils to identify pupils who may need pastoral support. This work is effective and helps pupils to break down barriers to wellbeing. As a result, pupils develop detailed knowledge of

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Personal development and wellbeing Strong standard

how to keep themselves physically and mentally well.

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Attendance and behaviour Expected standard

Attendance is not yet at national averages. However, it has improved steadily over time. The school has high levels of mobility, with many pupils arriving at different times in the school year. Despite these challenges, the school has been relentless in its work to improve attendance. Leaders prioritise frequent attendance. They communicate this well to pupils, parents and carers. Leaders have designed robust routines that support this work. They analyse data precisely. This helps them to identify pupils who need additional help swiftly. The school works very positively with families to provide support. This work is very effective and helps these pupils to improve their attendance significantly.

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Attendance and behaviour Expected standard

Staff have very high expectations of pupils’ behaviour. They apply school routines consistently. This helps pupils, including those new to the school, to behave very well. This is evident in pupils’ behaviour at breaktimes. Pupils of all ages play together happily. Pupils listen carefully to teachers and have positive attitudes to their learning. This creates a focused and purposeful environment. Staff enhance this through the positive relationships they forge with pupils. This helps pupils to feel happy and safe.

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Attendance and behaviour Expected standard

Leaders make precise checks on behaviour. This helps them to quickly identify any potential issues, including bullying or discriminatory language, swiftly. Leaders use this to provide pupils with a range of support. In the rare cases where more serious incidents occur, leaders react quickly. This means that repeat incidents are very rare.

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What it's like to be a pupil at this school

Every pupil is valued for their individuality at this warm and vibrant school. They receive the help they need to thrive. This includes high-quality support in the classroom and caring staff who work with them positively. The school encourages pupils, including those from minority communities, to celebrate their own culture. This helps pupils to develop positive attitudes to difference and diversity. Pupils develop a deep sense of belonging. They are very happy and proud to attend the school.

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What it's like to be a pupil at this school

Staff have very high expectations of pupils. Pupils work hard to meet them. This is evident in the high-quality work that they produce. Pupils also achieve consistently well in national tests. This means that pupils are very well prepared for their next steps. Pupils love learning, and this is clear in the purposeful atmosphere that pervades the school. Many pupils arrive at the school with substantial barriers to learning. Staff work swiftly to break these down. Children in early years have a very positive start. They learn the skills and knowledge they need to be successful. Pupils who require additional help receive this quickly. Skilled staff adapt learning so that all pupils can achieve well.

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What it's like to be a pupil at this school

Staff foster warm relationships with pupils. Pupils know that staff will deal with the rare instances of bullying very quickly. This helps them to feel safe and cared for. Pupils behave very well. They work hard in lessons and show high levels of courtesy to each other. Breaktimes are joyous occasions. Pupils of all ages play together happily. They enjoy the well-designed activities that teachers design for breaktimes. Pupils are caring and kind. They welcome the many pupils who join during the school year happily. This helps pupils to settle quickly.

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What it's like to be a pupil at this school

The school is an important part of the local community. Leaders work positively with the local church and a number of charities. This provides pupils with opportunities to contribute positively to their community. Pupils also value opportunities to contribute to the school community. For example, they are proud of their work in the school council and the money they raise for a range of national and international charities.

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Next steps

While attendance is improving, leaders should ensure that they maintain their work to communicate the importance of attendance to all stakeholders and provide high-quality support so that attendance continues to improve for all pupils. Leaders should ensure that they continue to embed and refine the wider curriculum to deepen pupils' understanding further of the subjects they learn.

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About this inspection

The school is part of Aquila, The Diocese of Canterbury Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Annie Wiles, and overseen by a board of trustees, chaired by Sue Butterworth.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

The inspectors met with the headteacher and other leaders during the inspection. The lead inspector met with the CEO and a group of governors. They also held phone conversations with a representative of the diocese, the chair of trustees and the trust governance professional. The inspection team spoke to groups of staff and pupils during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. Its last section 48 inspection of its religious character was undertaken in 2017.

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About this inspection

The school has opened a nursery provision since its last inspection.

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About this inspection

The school uses no alternative provision.

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Team inspectors:

Jo Hygate, Ofsted Inspector Liz McIntosh, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

National average: 300 Headteacher: Tom Bird

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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