King Charles Church of England Primary School

What Ofsted said

From the inspection on 16 June 2026

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

What the school should improve

• 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.

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