Charmouth Primary School

What Ofsted said

From the inspection on 30 June 2026

At Charmouth, pupils learn in a caring and supportive school. Adults prioritise their safety, wellbeing and personal development. Staff know pupils well and build strong, trusting relationships, particularly with pupils who need additional emotional support. Nurturing approaches, sensitive practice and detailed, personalised plans help pupils feel safe and understood. Many pupils report that adults help them manage their emotions and stay engaged in learning, especially when they feel anxious or overwhelmed. Pupils receive clear explanations and structured support. In early years and key stage 1, teachers deliver phonics effectively and help pupils develop early reading, writing and number skills with confidence. Pupils enjoy practical activities, such as exploring lifecycles or working with practical resources in mathematics. This helps them understand new concepts. In some classes, staff's expectations of pupils are lower. At times, adults prioritise emotional support over clear academic guidance. This leads to variations in the progress pupils make, the quality and presentation of their work. The curriculum offers a broad range of subjects and engaging experiences. Pupils learn about science, humanities and personal development through activities and wider opportunities, including outdoor learning. Older pupils benefit from clear sequencing of knowledge, particularly in subjects like science. However, curriculum coverage and expectations are uneven in some year groups, which can affect how well pupils build on prior learning. Most pupils are polite, friendly and cooperative, and routines such as lunchtime transitions run smoothly. Some pupils report past concerns about poor behaviour or name-calling. However, most recognise that behaviour is calmer and improving. Staff are increasingly consistent in their approach, although some minor variation remains. Pupils feel valued and increasingly ready to learn. They develop an understanding of their own cultural heritage when learning about Charmouth. They are proud of its global importance, including understanding how fossils help archaeologists learn about the past.

What the school should improve

• Leaders should raise pupils' achievement further, so that their knowledge and skills are equally secure across all subjects and age groups.
• Leaders should ensure that pupils progress consistently well across key stage 2, especially when writing, so they can produce high-quality work across the curriculum.
• Leaders should make sure that staff use checks on learning to adapt the curriculum and teach it well so pupils can build on prior learning successfully.
• Leaders should ensure that the school's attendance strategy consistently improves pupils’ attendance and reduces rates of absence.
• Leaders, particularly those responsible for governance from the trust, should challenge the impact of actions taken to improve teaching and monitor their impact more effectively.
• Leaders should continue to work in partnership with the parental community, so all pupils benefit fully from the school’s whole education offer.

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