Charlton School

What Ofsted said

From the inspection on 21 April 2026

The school is an open, friendly and respectful community. Pupils feel safe and are well cared for. They know that there are trusted adults who they can talk to should they have any concerns. Pupils with barriers to their wellbeing often benefit from the support they receive. Pupils benefit from the actions of new leaders in the school. The quality and impact of lessons that pupils experience is variable across the school. Inconsistencies in teaching affect how well pupils learn. Pupils' needs are not always addressed appropriately through adaptations to the curriculum. This is particularly true for pupils with specific barriers to learning, including those who are disadvantaged and those with special educational needs and/or disabilities. Pupils do not achieve as well as they should or make the progress they are capable of. Pupils enjoy school. Most attend regularly. Pupils behave well. They are polite and respectful towards each other and to staff. Pupils generally learn in lessons free from disruption. Staff are proactive in addressing any behaviour that does not meet their high expectations. Pupils know that staff will deal with any issues of bullying or discrimination quickly and effectively. Pupils learn about the world around them. They are well prepared for life in modern Britain. Personal development opportunities and careers education help pupils to consider their next steps. Pupils value the school’s welcoming ethos and the range of opportunities available, including clubs, trips, The Duke of Edinburgh's Award and school productions. Pupils can take on leadership roles that help to develop their confidence and provide them with a sense of belonging. Staff recognise pupils who make positive contributions to the life of the school. They provide these pupils with school badges. Pupils wear these with pride.

What the school should improve

• Leaders should ensure that staff identify pupils' needs effectively and share appropriate strategies with teachers to overcome any barriers to learning.
• Leaders should ensure that staff use checks on pupils’ learning consistently to address gaps in pupils' knowledge.
• Leaders should ensure that teachers consider pupils' starting points to meet the specific needs of all pupils and lead to consistently high outcomes.
• Leaders and governors should ensure that they continue to take robust actions that lead to rapid improvements across the school.

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