Charlton Kings Infant School Closed - academy converter July 31, 2011
Headteacher: Mrs Judith Pandazis
School holidays for Charlton Kings Infant School via Gloucestershire council
Primary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- Close date
- July 31, 2011
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 396608, Northing: 220513
- GPS coordinates
- Latitude: 51.883, Longitude: -2.0507
- Accepting pupils
- 5—7 years old
- Ofsted last inspection
- Jan. 13, 2009
- Region › Const. › Ward
- South West › Cheltenham › Charlton Kings
- Urban > 10k - less sparse
- Trust school
- Is supported by a Trust
- Charlton Kings Infant School GL538AY (270 pupils)
- 0.2 miles Charlton Kings Junior School GL538QE
- 0.2 miles Charlton Kings Junior School GL538QE (381 pupils)
- 0.3 miles Balcarras School GL538QF
- 0.3 miles Balcarras School GL538QF (1337 pupils)
- 0.4 miles Glenfall Community Primary School GL526XZ (198 pupils)
- 0.5 miles St Edward's School GL538EY (364 pupils)
- 0.6 miles St Edwards Preparatory School GL526NR (346 pupils)
- 0.9 miles Holy Apostles' Church of England Primary School GL526QZ (210 pupils)
- 1 mile Naunton Park Primary School GL537BT (441 pupils)
- 1 mile The Richard Pate School GL539RP (302 pupils)
- 1.1 mile Good Hope School GL539EP
- 1.2 mile Cheltenham College GL537LD (1037 pupils)
- 1.2 mile Battledown Centre for Children and Families GL526PZ (49 pupils)
- 1.3 mile Leckhampton Church of England Primary School GL530HP (423 pupils)
- 1.3 mile St John's Church of England Primary School GL522SN (191 pupils)
- 1.3 mile Berkhampstead School GL522QA (364 pupils)
- 1.5 mile Whaddon Primary School GL525QH
- 1.5 mile Holy Trinity Church of England Primary School GL522JP (203 pupils)
- 1.5 mile The Ridge Academy GL525QH (39 pupils)
- 1.6 mile The Cheltenham Ladies' College GL503EP (851 pupils)
- 1.7 mile University of Gloucestershire GL502RH
- 1.8 mile Lynworth Primary School GL525HD
- 1.8 mile Gloucestershire Hospital Education Service GL503EW
Ofsted report transcript
Charlton Kings Infant School
115737Unique Reference Number
13 January 2009Inspection date
Colin LeeReporting inspector
This inspection of the school was carried out under section 5 of the Education Act 2005.
The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act
InfantType of school
4–7Age range of pupils
MixedGender of pupils
Number on roll
0Government funded early education
provision for children aged 3 to the end
of the EYFS
0Childcare provision for children aged 0
to 3 years
The governing bodyAppropriate authority
5 October 2005Date of previous school inspection
Not previously inspectedDate of previous funded early education inspection
Not previously inspectedDate of previous childcare inspection
Lyefield Road EastSchool address
01242 514483Telephone number
01242 230409Fax number
13 January 2009Inspection date
© Crown copyright 2009
This document may be reproduced in whole or in part for non-commercial educational purposes, provided that
the information quoted is reproduced without adaptation and the source and date of publication are stated.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must
provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost
of reproduction may be made for any other copies supplied.
2 of 10Inspection Report: Charlton Kings Infant School, 13 January 2009
The inspection was carried out by two Additional Inspectors, who evaluated the overall
effectiveness of the school and investigated the following issues:
the consistency of pupils' rates of progress within and between year groups
the impact of new strategies for assessment on pupils' achievement
the strategies for improving children's language development in the Early Years Foundation
Evidence was gathered from discussions with the headteacher, other staff, pupils and governors,
and from the parental questionnaires. Lessons were observed, and school self-evaluation and
other documentation and samples of pupils' current and previous work were analysed. Other
aspects of the school's work were not investigated in detail but were sampled to arrive at
judgements in this report. The inspectors found no evidence to suggest that the school's own
assessments, as given in its self-evaluation, were not justified, and these have been included
where appropriate in the report.
Description of the school
The school is slightly larger than an average infant school. Most pupils are from White British
backgrounds. The percentage of pupils with learning difficulties and/or disabilities is below
average, although the range of these difficulties and/or disabilities is very broad. A kindergarten
is based in the school's accommodation and the school provides additional childcare through
breakfast and after-school clubs.
Key for inspection grades
3 of 10Inspection Report: Charlton Kings Infant School, 13 January 2009
Overall effectiveness of the school
This is an outstanding school. It provides a very high quality of education for its pupils. Pupils
attain very high standards and make excellent progress in many aspects of their learning. This
is due to extensive first-rate features in the quality of provision, leadership and management.
The school knows itself well and its self-evaluation judgements are accurate.
Pupils' impressive achievement commences from the moment they start school in the Early
Years Foundation Stage (EYFS). They immediately make rapid progress in reading, writing and
mathematics and this is maintained throughout Years 1 and 2. By Year 2, pupils' writing is of
exceptional quality and reflects the school's continuing attention to improving the quality of
writing across the curriculum. There is also a prompt reaction to situations where progress could
be even better; for example, the emphasis placed in recent years on improving boys' writing
has had marked impact on their enjoyment and standards. The measures recently introduced
to increase the progress of pupils of slightly below average ability in mathematics are being
Pupils make outstanding progress because they are taught so well. A significant number of
questionnaires returned by parents commented on the high quality of teaching. The inspection
confirms that there are many aspects of teaching which have a positive impact on the quality
of learning. The stimulating, exciting learning environments created both indoors and outdoors
for the EYFS classes are matched in other years. Pupils love features such as their role-play
areas and mathematics challenge tables. Teachers use a range of strategies to extend pupils'
learning, such as a series of targets for pupils to work towards in reading, writing, and
mathematics. Target setting starts in the EYFS and there is carefully planned progression in
these targets from year to year. Pupils know their targets well, although they do not have
enough opportunity to record for themselves their achievement towards them. They are ready
for this type of self-assessment as they are showing by Year 2 that they can comment
constructively on one another's work in writing and information and communication technology
Teachers work closely together to plan lessons in year group teams. Within each class, teachers
plan work that is carefully matched to the needs of pupils of different abilities. Those pupils
with specific learning difficulties and/or disabilities have excellent additional support and the
intervention programmes introduced to meet special needs are highly successful. Where it is
appropriate, some pupils move between classes to ensure that they have learning experiences
that best match their needs. This benefits both the more able and the less able pupils.
The school provides an extremely rich and varied curriculum. There is a strong emphasis on
ensuring that all pupils acquire basic skills and many opportunities are planned for literacy,
numeracy and ICT skills to be used in other subjects. The high levels of these skills mean that,
for their age, the pupils are well prepared for the next stage in their education and for their
eventual future economic well-being. The curriculum is well balanced, with excellent provision
for the creative arts, and French taught very effectively in Year 2. An extensive range of activities
are provided outside the school day for Year 2 pupils. These are greatly enjoyed and take-up
levels are high. The curriculum is also enhanced by a very good range of visits and visitors that
provide first-hand experiences for pupils and have significant impact on their learning.
The excellent provision for pupils' personal, social, health and citizenship education results in
outstanding personal development and well-being. Pupils look out for and care for one another,
4 of 10Inspection Report: Charlton Kings Infant School, 13 January 2009
they behave superbly and all work hard to meet the high expectations of them. This provision,
alongside learning opportunities in science and physical education, has developed pupils'
excellent appreciation of healthy lifestyles. They also have a mature understanding of safe
practices in school and at home. Pupils have many opportunities to contribute to the school
community. One of the most significant is the exceptional work of the ECO committee. These
pupils are the driving force behind the understanding shown by all pupils of the need to protect
the environment. Whether leading the singing of the school's own ECO song in assembly or
coming up with practical ideas for recycling like organising a sale of used school uniform
clothing, the committee exemplifies the way that pupils are listened to and encouraged to take
on responsibility. Pupils talk with great pride about the national award they have received for
their ECO work. They also appreciate that they are seen as an important part of the local
community, working in partnership with local organisations and businesses, raising funds for
local and national charities and taking part in local events such as music festivals. This reflects
the school's strong commitment to developing community links, although it is recognised that
there is now a need to extend such links to international communities.
The headteacher's excellent leadership has developed a collective responsibility for school
improvement amongst all staff. The school leadership team carries out rigorous monitoring and
evaluation of the school's performance, identifying areas for development and taking action
that improves pupils' achievement and makes teaching more effective. Senior management
also benefits from the significant expertise and experience present in the governing body,
which ensures that the school sets itself challenging targets.
The school has an excellent capacity for further improvement because it has shown how
successfully it has addressed areas for development identified by the previous inspection. The
work done to improve the effectiveness of subject leadership, and the wide-ranging impact
this has had, is exemplified by ICT. The subject leader has provided extensive professional
development for colleagues. Their own skills have improved and this has led, for example, to
teachers making excellent use of a computerised system for continuous assessment of pupils'
learning. This has improved the quality of their planning for individual pupils. It has made the
teaching of ICT skills more effective. The example observed of Year 1 pupils confidently using
an interactive whiteboard to produce an animated story with sound effects, thereby showing
skills far beyond those expected of the age, typifies this school, where excellence is the norm.
Effectiveness of the Early Years Foundation Stage
Children settle quickly into school life as a result of the excellent liaison with the pre-school
providers and parents and carers. All staff, including those in the well-organised, popular
breakfast and after-school clubs, are highly committed to ensuring that the children's welfare
is their uppermost concern. This pleases parents as much as the progress they see their children
making. Excellent leadership and management have led to a highly effective team approach,
with all staff in the three classes working closely together. High quality teaching and learning
and a well-planned curriculum enable children to become confident learners who progress
rapidly. Their progress is checked constantly in all areas of learning and all staff are fully involved
in the recording and evaluating of the children's achievements. The thoroughness of this
assessment of what the children are learning and what they need to experience next is a key
feature of the planning of the curriculum. There is a strong focus on children's language
development, which is an area of comparative weakness in a significant number of children
when they start school. In other areas of learning, their attainment on entry is slightly above
5 of 10Inspection Report: Charlton Kings Infant School, 13 January 2009
expected levels. By the end of the year they have more than caught up and most children enter
Year 1 at well above average levels in all areas of learning.
There is a well-planned balance of indoor and outdoor activities. Classroom and the outdoor
environments are attractive and well resourced and stimulate learning very successfully. Children
develop a love of learning that stays with them throughout the school.
What the school should do to improve further
Develop ways in which pupils can evaluate and record for themselves their achievement of
Develop pupils' knowledge and understanding of international communities.
6 of 10Inspection Report: Charlton Kings Infant School, 13 January 2009
Any complaints about the inspection or the report should be made following the procedures set out
in the guidance 'Complaints about school inspection', which is available from Ofsted’s website:
7 of 10Inspection Report: Charlton Kings Infant School, 13 January 2009
Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and
grade 4 inadequate
How effective,efficient and inclusive is the provision of
education,integrated care and any extended services in meeting the
needs of learners?
Effective steps have been taken to promote improvement since the last
How well does the school work in partnership with others to promote learners'
1The capacity to make any necessary improvements
Effectiveness of the Early Years Foundation Stage
How effective is the provision in meeting the needs of children in the
1How well do children in the EYFS achieve?
How good are the overall personal development and well-being of the children
in the EYFS?
1How effectively are children in the EYFS helped to learn and develop?
1How effectively is the welfare of children in the EYFS promoted?
1How effectively is provision in the EYFS led and managed?
Achievement and standards
1How well do learners achieve?
reached by learners
How well learners make progress, taking account of any significant variations
between groups of learners
1How well learners with learning difficulties and/or disabilities make progress
Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none
significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally
8 of 10Inspection Report: Charlton Kings Infant School, 13 January 2009
Personal development and well-being
How good are the overall personal development and well-being of the
1The extent of learners' spiritual, moral, social and cultural development
1The extent to which learners adopt healthy lifestyles
1The extent to which learners adopt safe practices
1The extent to which learners enjoy their education
1The attendance of learners
1The behaviour of learners
1The extent to which learners make a positive contribution to the community
How well learners develop workplace and other skills that will contribute to
their future economic well-being
The quality of provision
How effective are teaching and learning in meeting the full range of
How well do the curriculum and other activities meet the range of needs and
interests of learners?
1How well are learners cared for, guided and supported?
Leadership and management
How effective are leadership and management in raising achievement
and supporting all learners?
How effectively leaders and managers at all levels set clear direction leading
to improvement and promote high quality of care and education
1How effectively leaders and managers use challenging targets to raise standards
1The effectiveness of the school's self-evaluation
1How well equality of opportunity is promoted and discrimination eliminated
2How well does the school contribute to community cohesion?
How effectively and efficiently resources, including staff, are deployed to
achieve value for money
The extent to which governors and other supervisory boards discharge their
Do procedures for safeguarding learners meet current government
NoDoes this school require special measures?
NoDoes this school require a notice to improve?
9 of 10Inspection Report: Charlton Kings Infant School, 13 January 2009
Text from letter to pupils explaining the findings of the inspection
14 January 2009
Inspection of Charlton Kings Infant School, Cheltenham GL53 8AY
Thank you for making us welcome in your school and for talking to us so willingly. We thoroughly
enjoyed seeing you at work. You told us how much you enjoy going to school. This is not
surprising because you have an outstanding school that is very successful in helping you to
learn. The school does many excellent things. This is what it does particularly well:
Children in Reception make an excellent start to their education.
You are making terrific progress in your work and reach very high standards by the end of
Your behaviour is excellent, and this makes your school a friendly, pleasant place where
everyone helps one another.
In addition to your hard-working ECO committee, many more of you have responsibilities
around the school that you carry out splendidly and this helps the school run smoothly.
Teaching is excellent and your teachers work hard to plan interesting things for you to do
in your lessons. This is helping you to learn well.
All the adults look after you carefully and make sure that you are safe and get help whenever
you need it.
The headteacher leads the school superbly, and all the adults, including the governors, work
very well together to improve it.
We have two recommendations to help your school to get even better:
We want you to learn for yourselves how to keep a record of when you are achieving your
targets in reading, writing and mathematics.
You need more opportunities to learn what life is like for people who live in other parts of
We hope you will carry on enjoying learning and helping your teachers to make Charlton Kings
Infant School to be an even better school.
Colin Lee Lead inspector
10 of 10Inspection Report: Charlton Kings Infant School, 13 January 2009