Charles Read Academy

What Ofsted said

From the inspection on 2 June 2026

Charles Read Academy is a small school with a strong sense of community. Pupils understand the importance of respect and tolerance. When bullying or discriminatory behaviour happen, they are taken seriously. This helps pupils feel safe and confident to take part in school life. Over time, pupils typically make positive progress from their starting points. This is particularly the case for disadvantaged pupils and those who begin with less secure foundations for learning. Staff know pupils well. They understand pupils’ barriers to learning. This means that the curriculum, teaching and pastoral support are adapted to meet the needs of most pupils. In many lessons, teachers make changes to ensure that pupils with special educational needs and/or disabilities and those who are disadvantaged can learn as well as their peers. Some pupils do not attend school regularly enough. Leaders are ambitious to raise pupils’ attendance. Some of their work has had a positive impact for individual pupils. However, overall pupil attendance is not consistently improving over time. Leaders have reinforced behaviour expectations. They have established consistent routines. This supports appropriate behaviour in lessons and around the school. However, suspensions are high. Some pupils do not yet have the support they need to make consistently positive choices about their behaviour. Leaders are ambitious for all pupils. They work to raise aspirations and prepare pupils for their futures. Pupils develop skills that help them work with others and take responsibility for their actions. Trips and events help pupils discover new interests and experiences outside their usual environment. These are generally well regarded by pupils. They enjoy taking part in competitions, the Duke of Edinburgh's Award scheme and other activities, such as bushcraft. The careers programme ensures that pupils are well informed about their futures. Pupils are increasingly well prepared for their next steps.

What the school should improve

• Leaders should ensure that assessment of pupils’ work is consistent so that gaps in learning are identified and addressed quickly, and all pupils build the foundational skills they need for future learning.
• Leaders should continue to strengthen and implement strategies to support attendance so that attendance for all pupils, including disadvantaged pupils, improves over time.
• Leaders should strengthen their work to improve the behaviour of those pupils who repeatedly do not meet the school’s high expectations, including the most vulnerable pupils.
• Leaders should ensure that the personal development curriculum enables all pupils to confidently recall their learning about British values, world cultures and religions, so that they are well prepared for life in modern Britain.

Read the full Ofsted report (opens in a new tab)