The Charles Dickens School

What Ofsted said

From the inspection on 28 March 2023

The school prides itself on being supportive, innovative and inclusive. Pupils are happy and safe. The personal, social, health and education (PSHE) programme complements pupils' academic studies and contributes to their individual development. Pupils with special educational needs and/or disabilities (SEND) are suitably assisted to access the full curriculum. Disadvantaged pupils' progress is closely monitored and sensitively supported. Leaders have thought carefully about how to help pupils to know and remember more. Behaviour and attitudes are very positive. A strong work ethic pervades. Pupils are focused on their lessons. They listen attentively to the teacher and one another. Relationships are harmonious, kind and supportive. The school provides many memorable opportunities, including visits to Chatham Dock Yards and the Imperial War Museum. Pupils value these opportunities, as well as their roles and responsibilities. These include head students, school prefects and sports captains, as well as anti-bullying ambassadors. Careers provision is strong. The school has good links with schools and colleges to support all curriculum pathways, including apprenticeships. Increasing numbers of pupils are pursuing level 3 qualifications. Leaders promote an inclusive environment by teaching pupils about protected characteristics. The school has an extensive extra-curricular offer. This includes hospitality, well-being and the Duke of Edinburgh's Award scheme, as well as clubs for Latin, sports, young enterprise and creative writing.

What the school should improve

• The proportion of pupils taking the EBacc is well below national averages. The uptake of languages is not high enough. Leaders should continue their work to raise the status of languages and ensure that more pupils, including disadvantaged pupils and pupils with SEND, achieve the EBacc in line with government expectations.
• The PSHE programme is not sufficiently mapped across the provision to ensure that knowledge is systematically built upon over time. The school should map the provision of PSHE across the whole school to ensure that the breadth of content provided is hierarchical, developmental and age appropriate, as well as suitably linked across all subjects.

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