Charnwood College

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About Charnwood College


Name Charnwood College
Website http://www.charnwoodcollege.org/
Inspections
Ofsted Inspections
Principal Mr Alastair O'Connor
Address Thorpe Hill, Loughborough, LE11 4SQ
Phone Number 01509554400
Phase Academy
Type Academy sponsor led
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 572
Local Authority Leicestershire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Charnwood College experience a culture of respect and positivity.

Staff work hard to help pupils fulfil their potential. Leaders have established an inclusive and calm environment in which pupils can learn. Staff know pupils well and use the daily roll call to foster a sense of community and to check on well-being.

Pupils know what to expect in each lesson. Leaders have adopted a lesson routine which teachers use consistently. Reading is a priority.

Pupils hear their teachers read regularly, and develop their ability to read over time.

Pupils feel safe and recognise that teachers are available to support them. Pupils are not worried about b...ullying and know teachers will deal with it on the rare occasions it happens.

Pupils respect difference. Sixth-form students say they feel comfortable being themselves in what is a supportive setting.

There are opportunities each Monday afternoon for pupils to take part in a wide range of enrichment activities.

Pupils access sporting competitions, music lessons and other events, such as 'Charnfest'. They add to their learning in the classroom through educational visits, such as to Birmingham Symphony Hall. Pupils in the 'Inclusion Hub' enjoy trips to Beacon Hill and Bradgate Park.

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

Leaders are ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). They have prioritised how well teachers plan and teach their subjects. School and trust subject leaders work together.

They identify the knowledge they want pupils to remember. Most of the school's subject leaders have identified an appropriate order in which pupils will learn that knowledge. Leaders provide teachers with the resources and strategies to teach the curriculum.

Leaders have thought about how pupils learn. They have designed an approach to lessons which all teachers follow. This helps pupils to engage with the learning.

Teachers' subject knowledge is strong. They provide clear explanations and model well how pupils should learn.

Teachers regularly use assessment to identify what pupils have learned.

However, not all teachers do this well enough before moving learning on. When this is the case, pupils are not always able to connect new knowledge with what they have already learned. This prevents these pupils from building up their understanding over time as well as they should.

Leaders identify pupils with SEND. Teachers use strategies to meet these pupils' needs so that they can build their understanding over time. A number of sixth-form students talk favourably about how teachers cater for their individual needs.

Leaders provide support and wider opportunities for pupils with SEND. They regularly check how well these pupils take advantage of the enrichment activities on offer.

Leaders promote the importance of reading.

All pupils regularly listen to their teachers read. Guided reading takes place during form time and in subject lessons. Teachers help pupils at the early stages of reading to become more confident readers so they can access lessons.

Leaders have designed a coherent personal development programme. Pupils learn about how to look after their physical and mental health. They discuss important issues, such as screen time.

Pupils learn about different beliefs. They are less secure in their understanding of fundamental British values.

Teachers prepare pupils for life in modern Britain.

They provide advice about next steps in education and employment. Pupils learn about managing personal finances and about decision-making. Many pupils achieve places at university or secure sports scholarships.

Leaders have rearranged work experience. This means that pupils will not miss out as a result of the COVID-19 pandemic.

Pupils behave in lessons and around the school.

Teachers greet pupils each morning at the school gates. Staff are visible throughout the school day. Teachers regularly issue rewards for positive behaviour.

Pupils understand the behaviour system and say that disruption to lessons is rare. However, some pupils spend time outside lessons due to poor behaviour.

Students in the sixth form study in focused environments.

They have the resources and support to become independent learners. Teachers deliver age-appropriate personal development sessions, including, for example, about healthy relationships. The school provides careers advice.

Leaders have not ensured that all sixth-form students take advantage of this.

Leaders have ensured that all staff access high-quality, well-resourced training. However, leaders do not fully check the impact of this training on how well teachers teach their subjects.

Teachers feel that workload is manageable and that leaders consider their well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a culture of safeguarding.

This is underpinned by effective training and clear reporting procedures. All staff contribute to this culture. They know the pupils well and share any concerns they have promptly.

Leaders follow safer recruitment practices.

Leaders respond to local safeguarding concerns. They identify and act on any trends they identify that relate to welfare concerns in the school.

Leaders are knowledgeable and passionate about keeping pupils safe. Pupils learn how to keep themselves safe, including online.

Leaders work with other agencies when necessary to ensure that pupils receive appropriate help.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Not all teachers check pupils' understanding well enough before moving learning on. As a result, some pupils can struggle to understand more complex subject knowledge and connect this with what they have already learned. When this is the case, these pupils do not develop the deep and detailed knowledge of their subjects that leaders want them to gain.

Leaders should ensure that teachers understand how best to support pupils in connecting their learning and deepening their understanding. ? Some pupils, including those who are most vulnerable, are persistently absent. Some sixth-form students are not always punctual.

When this is the case, these pupils and students are not able to benefit from the good education which the school is providing. Leaders have begun to address this. They should ensure that all pupils and students attend well.

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