Charlton Horethorne Church of England Primary School

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About Charlton Horethorne Church of England Primary School

Name Charlton Horethorne Church of England Primary School
Ofsted Inspections
Headteacher Mrs Sara Watkins
Address Charlton Horethorne, Sherborne, DT9 4NL
Phone Number 01963220345
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 54
Local Authority Somerset
Highlights from Latest Inspection

What is it like to attend this school?

Pupils and staff develop warm, caring relationships built on trust and respect. Clear routines and expectations help children settle quickly into school.

Children in Reception Year learn how to share and take turns with their friends successfully. This ensures pupils of all ages play well together.

Staff know pupils and their families well.

Parents and carers describe the school as being 'one big family', where staff are kind and nurture their children. Parents say their children are happy to attend school. Pupils attend school regularly.

Pupils feel safe in school. They take great pride in whole-school projects, such as the creation of the school's sensory garden. They are especially proud that their winning internet safety film was broadcast live from the BT Tower, London.

Pupils are taught how to keep themselves physically and mentally healthy. They frequently take part in a wide range of after-school clubs and educational trips. Pupils learn the importance of teamwork through sporting events and the Year 5 and 6 residential visits.

They learn to 'stick at it' and not give up. Over time, pupils develop skills for life that prepare them well for the next stage of their education.

What does the school do well and what does it need to do better?

Leaders and staff have crafted a clearly sequenced and coherent curriculum from the early years to Year 6.

They have identified the essential knowledge pupils must know and remember in all subjects. Some wider subject curriculums, such as French and computing, are new. Subject leaders have identified gaps in pupils' knowledge.

They rightly change the order in which the curriculum is taught to ensure pupils do not miss important knowledge in these new subjects. Subject leaders support staff to develop their subject knowledge and check the curriculum is taught well.

Nevertheless, the role of subject leader is not as well developed in all curriculum ar-eas.

In some subjects, leaders do not measure the impact of their work accurately. Leaders cannot assure themselves that plans to improve the quality of education are effective.

Leaders are passionate and determined that all pupils read well.

This begins in the early years when staff develop children's speaking and listening skills in preparation to learn phonics. Staff use their secure phonic knowledge to teach the programme consistently. Regular checks help staff identify pupils who need extra support to de-velop their phonic knowledge.

Keep-up sessions are used to target and rectify mis-conceptions and gaps appropriately. As their phonic knowledge develops, pupils can segment and blend phonemes with increasing accuracy and confidence.'

Fab Five' class books are carefully chosen to increase pupils' vocabulary and inspire their writing.

The books are selected to match topics and pupils' interests effectively.Teachers skilfully use class discussions to encourage pupils to practise using new words. Pupils enjoy listening to stories and reading for pleasure.

Staff have high expectations for pupils' behaviour. This begins in the early years where children follow clear routines. There is a calm and orderly environment in the school.

Staff care for pupils' well-being. Some pupils have extra help to recognise and manage their emotions and behaviour. This work is ongoing.

Pupils with special educational needs and/or disabilities receive appropriate support to help them achieve success personally and academically.

Through planned experiences, such as voting for school council representatives, pupils learn about democracy. Pupils raise money for charities they are interested in or have a personal connection to.

They learn about citizenship and social responsibility. Pupils can name the school values but do not understand them. They are unsure how their school values link to the fundamental British values.

Therefore, pupils do not have a secure understanding of life in modern Britain.

The well-being of pupils, parents and staff has a high profile at the school. Staff appreciate leaders' consideration and support to manage their workload.


The arrangements for safeguarding are effective.

Safer recruitment checks are completed before staff and volunteers begin working at the school. Governors assure themselves that safeguarding records are up to date and accurate.

Staff know how to fulfil their safeguarding roles and responsibilities because they complete appropriate training. Staff report safety and welfare issues accurately. Leaders always follow up on concerns and ensure outcomes are noted.

Leaders seek advice when needed to try and secure appropriate support for pupils and their families.

Right from the start, pupils are taught how to keep themselves safe online. This knowledge is secure.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the role of the subject leader is less well developed. Some subject leaders do not have the knowledge and skills required to ensure staff deliver the curriculum well. Leaders need to develop the role and expertise of subject leaders to ensure that the curriculum helps pupils learn important content well.

• Some pupils do not have a secure knowledge of fundamental British values. They do not understand how their school and British values could help them to make positive life choices. Leaders need to ensure pupils know the school and British values to effectively prepare pupils for life in modern Britain.

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