King Charles Church of England Primary School

King Charles Church of England Primary School

Address: Western Terrace, Falmouth, Cornwall, TR11 4EP Unique reference number (URN): 144061

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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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Early years Strong standard

Children get off to an excellent start in the early years. Staff's high level of care and commitment to children's wellbeing helps them to thrive. Highly knowledgeable leaders have created an environment where children learn deeply across all areas of learning. They have devised an ambitious curriculum, which is precisely adapted to meet the diverse needs of cohorts of children. Skilled teachers and support staff implement this curriculum to a high standard. This is the result of continuous, carefully considered training that develops their expertise. Staff engage pupils in high quality interactions throughout the school day. They model language carefully and use questioning precisely to draw out extended responses from children. As a result, children develop their speaking and listening skills securely. This helps them to become confident, articulate learners.

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Early years Strong standard

Staff have a detailed knowledge of children's needs. They actively seek out children who engage less readily and support them to focus on their learning. Staff liaise closely with local nurseries to ensure that children's transition into the Reception Year is a smooth one.

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Early years Strong standard

Over time, children are consistently very well prepared for Year 1. This includes children with special educational needs and/or disabilities who get the right support to help with their learning or behaviour.

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Achievement Expected standard

Most pupils achieve well across the curriculum. This is reflected in pupils' outcomes in key stage 2 national tests, which are consistently at or above national figures. As a result, pupils are generally equipped with the knowledge and skills they need for their next stage of education. Younger pupils' achievement in the phonics screening check has risen year-on- year. The Year 4 multiplication check also mirrors this improvement. Results in both areas are now well above national averages. However, in a few classes, pupils' spelling, punctuation and handwriting is not as well developed as leaders expect.

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Achievement Expected standard

By the time disadvantaged pupils leave King Charles, their outcomes are in line with those of disadvantaged pupils nationally. Lower down the school, these pupils are learning more than they have previously. Pupils with special educational needs and/or disabilities typically progress well through the curriculum from their starting points.

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Attendance and behaviour Expected standard

Leaders follow the trust's systems for attendance closely. They swiftly identify any patterns or decline in pupils’ attendance. This allows leaders to intervene quickly and to offer additional support to families to help address repeated absences. Leaders target this help in a considered way using a variety of strategies, such as assisting with transport if required. Pupils' overall attendance is in line with national averages, and this has been sustained over several years. Nevertheless, leaders recognise there is more to do to improve disadvantaged pupils' attendance.

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Attendance and behaviour Expected standard

Pupils' conduct is rightly a source of pride for the school. Both in lessons and around the school, pupils behave well. Staff rarely have to remind pupils of their expectations of behaviour. There is a culture of kindness that pervades throughout the school. Pupils display high levels of care and tolerance towards one another. Those who join the school partway through their education comment on how they are made to feel welcome by their classmates. Staff ably support pupils who need additional help with managing their own emotions. Leaders do not tolerate any poor behaviour or bullying. On the few occasions it occurs, they deal with it swiftly.

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Curriculum and teaching Expected standard

The school's ‘SHINE’ curriculum is broad and ambitious. Leaders refine individual subjects so that the knowledge pupils should learn is clearly identified and builds in a logical order. Leaders have an accurate understanding of how well the curriculum is taught. They use this oversight to plan training that further develops the quality of teaching in the school. This has particularly raised the quality of teaching of phonics. Teachers meticulously spot any pupils who have fallen behind. Pupils are swiftly given the support they need to keep up.

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Curriculum and teaching Expected standard

Teachers typically teach the basics skills of English and mathematics well. Oracy is at the heart of the school's work. There is a highly systematic approach to its teaching which staff follow closely. Consequently, teachers develop pupils' speaking and listening skills very well throughout all parts of school life. There is a rigorous approach to pupils learning their times tables. However, a few teachers do not teach writing consistently well. They are not rigorous enough in addressing pupils' mistakes in handwriting, punctuation and spelling. As a result, pupils repeat these mistakes and so their progress is slowed.

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Curriculum and teaching Expected standard

Teachers support pupils with special educational needs and/or disabilities well with a range of reasonable adjustments made for them. At times, however, teachers give writing tasks that are too hard for them. When this happens, the quality of their work dips.

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Inclusion Expected standard

The school is highly inclusive. Leaders have improved systems for identifying pupils with special educational needs and/or disabilities (SEND). This has led to a rise in the number of pupils with education, health and care plans. Leaders have ensured that despite this increase, staff continue to be adept at meeting pupils' needs in the classroom. This is because they are regularly trained and so have the expertise needed to provide the appropriate support for pupils. Staff remove any barriers effectively. As a result, most pupils with SEND learn well.

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Inclusion Expected standard

Leaders work closely with other professionals, such as the virtual school, to ensure that vulnerable pupils get the right help they need. Consequently, children in care and, those known or previously known to social care, get both the academic and pastoral support they need to thrive. The school uses alternative provision appropriately. This enables pupils to access more specialised support than the school can offer. Leaders generally make effective use of the additional government funding for disadvantaged pupils. However, their systems for evaluating the impact on pupils’ outcomes are not as precise as those used for pupils with SEND. Consequently, despite recent improvements, there is more to do to close the academic and attendance gaps between this group of pupils and their peers.

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Leadership and governance Expected standard

Leaders drive the school forward with integrity and humility. Their deep investment in King Charles and approachability means they are well respected in the school community. This has resulted in a school with a clear, shared vision of pupils learning well in a purposeful, caring environment. Leaders relentlessly pursue how to improve the school further. They have an accurate view of the school's strengths and weaknesses. Leaders know there is more to do to close the gap for disadvantaged pupils in their key stage 2 outcomes and attendance with their peers.

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Leadership and governance Expected standard

The trust skilfully strikes the right balance of support for the school. For example, it ensured that changes in leadership were carefully managed to provide stability for the school. The trust, along with the local governing body, hold leaders to account for the outcomes for its pupils. They successfully fulfil their statutory duties.

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Leadership and governance Expected standard

Staff feel immense pride in working at the school. They are a close-knit team who support each other well. Staff value the wide range of training they receive to improve their own practice as both teachers and leaders. Leaders are mindful of their workload. Morale is high.

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Leadership and governance Expected standard

Parents and carers are overwhelmingly positive about the school. They trust the school to make the right decisions for its pupils. Many comment on how well staff know the uniqueness of each pupil and how the school strives to ensure that pupils with any barriers get the right help they need.

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Personal development and wellbeing Expected standard

The school's personal development programme is rich and varied. It aligns closely with leaders' ambition for pupils to flourish across all areas of school life. Leaders place a sharp focus on ensuring that disadvantaged pupils and those with special educational needs and/or disabilities (SEND) particularly benefit from the opportunities provided. They use their knowledge of pupils and their families to proactively address any barriers to participation. For example, the school assists some families financially or provides additional staffing to support pupils with SEND. As result, pupils from all backgrounds have a high uptake rate of clubs which develop their talents and interests. These cover a range of different activities, such as football, choir and art. Older pupils experience different residentials, which develops their independence and takes them out of their comfort zone.

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Personal development and wellbeing Expected standard

Pupils learn a well-planned and comprehensive personal, social and health education (PSHE) curriculum. Leaders have adapted the curriculum so that it reflects the school's context. For instance, pupils learn about water safety. This helps to keep them safe in the locality. Pupils also know how to stay safe in the online world. However, although pupils generally learn the PSHE content well, occasionally their knowledge is not as deep as leaders intend. Through assemblies, pupils learn about fundamental British values, as well as discussing world events.

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Personal development and wellbeing Expected standard

The school's pastoral offer is of a high quality. Its strength lies in staff knowing the backgrounds of each of its pupils and families. This allows the school to put in timely, tailored support when pupils need it. This includes guidance for those who have experienced bereavement with staff encouraging them to share their feelings. As one pupil, who has benefited from this help, explained, ‘It is important not to hold it in.’

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

King Charles is a school rooted in a warm, nurturing and caring ethos. From the moment children start in the early years to when they leave in Year 6, pupils feel a deep sense of belonging. This helps them to have positive attitudes towards their education and for most to attend well. Pupils know that they can turn to any member of staff to help them with any concerns they may have. Any unkindness or bullying is dealt with quickly. This helps pupils to feel safe.

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

The school's positive relationships with its families helps to build a complete picture of each pupil. Staff use this information well to help support pupils with their learning. This includes those with special educational needs and/or disabilities (SEND). As a result, pupils learn well across the curriculum. They enjoy their learning and talk animatedly about their favourite subjects. In lessons, pupils are highly engaged, curious and enthusiastic.

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

The school's approach to developing pupils' character is a strength of the school. As result, pupils are not only well prepared for secondary school academically, but socially and emotionally too. Pupils exhibit positive behaviour across the school day. Older pupils display mature attitudes to their education and they are wonderful ambassadors for their school. Pupils take on leadership roles with pride and a sense of responsibility. They foster a sense of teamwork through representing the school in a variety of sporting teams. Leaders diligently ensure that disadvantaged pupils, or those with SEND, do not miss out on the many exciting events in the school. They help to support pupils from service families through the 'Little Troopers' group. Pupils participate in local festivals which helps them to develop an affinity to their local community. Further afield, a trip to London helps pupils to understand

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

a contrasting locality and prepares them well for life in modern Britain.

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Next steps

Leaders should ensure that teachers consistently address pupils’ errors in handwriting, punctuation and spelling, and that writing tasks are consistently matched to pupils' needs, so that pupils write with fluency and accuracy across the curriculum. Leaders should evaluate precisely the support for disadvantaged pupils so that it leads to sustained improvements in both achievement and attendance.

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Team inspectors:

Matthew Shanks, Ofsted Inspector Kelly Olive, His Majesty's Inspector Anna Mills, 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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About this inspection

This school is part of Kernow Learning Multi Academy 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), Clare Crowle, and overseen by a board of trustees, chaired by David Parker.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders, the CEO, Deputy CEO, a trustee, members of the local governing body, staff, pupils, members of staff from the alternative provisions and parents and carers 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. The school is part of the Diocese of Truro. The school's last section 48 inspection took place in February 2020.

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About this inspection

The school makes use of three unregistered alternative provisions.

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About this inspection

There is a before- and after-school club for pupils who attend the school.

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About this inspection

The headteacher took up her post as substantive headteacher in 2025.

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About this inspection

Headteacher: Lindsey Mackenzie This data is from 16 June 2026

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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?

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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average

2023/24 (final) 61% 61% Close to average

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average

2022/23 (final) 67% 60% Close to average

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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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average

2024/25 (final) 80% 75% Close to average

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average

2023/24 (final) 75% 74% Close to average

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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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average

2022/23 (final) 77% 71% Close to average

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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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average

2023/24 (final) 69% 73% Close to average

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average

2022/23 (final) 73% 73% Close to average

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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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average

2024/25 (final) 45% 47% Close to average

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average

2023/24 (final) 36% 46% Close to average

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average

2022/23 (final) 40% 44% Close to average

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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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national average

2024/25 (final) 55% 63% Close to average

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national average

2022/23 (final) 70% 60% Close to average

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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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average

2024/25 (final) 64% 59% Close to average

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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

2024/25 (final) 64% 61% Close to average

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average

2022/23 (final) 50% 59% Close to average

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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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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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national average

2024/25 (3 term) 4.7% 5.2% Close to average

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national average

2023/24 (3 term) 5.7% 5.5% Close to average

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national average

2022/23 (3 term) 5.4% 5.9% Close to average

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Persistent absence

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

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national average

2023/24 (3 term) 13.5% 14.6% Close to average

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national average

2022/23 (3 term) 12.4% 16.2% Close to average

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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

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Urgent improvement

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