Charles Saer Community Primary School

What Ofsted said

From the inspection on 24 February 2026

Pupils at this school do not achieve as well as they should. Not enough is expected of them. Leaders have not acted with sufficient urgency since the previous inspection to raise staff’s expectations of what pupils can achieve. Although pupils want to know and remember more, teaching does not enable them to learn consistently well. Pupils have wide gaps in their knowledge of reading, writing and mathematics, which are not closing fast enough. Many pupils leave key stage 2 achieving well below national standards. Disadvantaged pupils, including some with special educational needs and/or disabilities, do not receive the support that they need to progress from their starting points. Overall, many pupils do not gain the knowledge they need for the next stage of their education. Poor attendance is entrenched. Too many pupils are frequently absent from school, which widens gaps in their learning. In lessons, inconsistencies in staff’s expectations mean that pupils’ learning is often disrupted by poor behaviour. Pupils told inspectors that they want their lessons to be calmer so that they can learn more. Children in the early years have a more settled experience than older pupils. They engage well with activities and are supported to develop personal and social skills. However, the teaching they receive is not always effective. It does not help them to develop their vocabulary well enough. As a result, children are not as well prepared for key stage 1 as they should be. Pupils feel safe in school and trust adults to listen if they are worried. Relationships between pupils and staff are warm, and parents value the care that their children receive. Bullying is dealt with quickly and effectively. Pupils enjoy taking on responsibilities, such as those of head boy and head girl. They benefit from residential visits and enriching trips. Pupils speak confidently about their understanding of fundamental British values and respect for people from different backgrounds.

What the school should improve

• Governors must provide effective challenge and support to leaders for the quality of education pupils receive, ensuring that they have accurate information that will allow this to happen.
• Leaders must ensure that safeguarding information is recorded in sufficient detail and in a timely way so that their actions and decisions can be reviewed thoroughly.
• Leaders should ensure that the curriculum enables all pupils to build knowledge securely at each key stage.
• Leaders should ensure that teachers implement the planned curriculum consistently, accurately identify gaps in pupils' knowledge and adapt their teaching to meet the needs of all pupils, including those with special educational needs and/or disabilities (SEND).
• Leaders should develop and sustain an effective attendance strategy that robustly challenges absence, particularly for the most vulnerable groups of pupils.
• Leaders should ensure that staff apply the behaviour policy consistently so that all pupils experience the calm, orderly environment necessary for them to learn.
• Leaders should ensure that teachers consistently identify and meet the needs of pupils with SEND and those facing other disadvantages, including by ensuring that additional funding is having a positive impact on pupils.
• Leaders should ensure that children in the early years build secure foundations in phonics and reading so that they are well prepared for Year 1.
• Leaders should ensure that all groups of pupils benefit equally from the full breadth of opportunities and experiences that the school provides.

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