Charles Saer Community Primary School in Fleetwood, Lancashire, was inspected on July 13 and 14, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also marked as requiring improvement. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision. The previous inspection in February 2018 had rated the school as good.
Pupils at Charles Saer School are generally happy and feel welcomed in a caring and inclusive environment. They have strong relationships with adults, who they trust to keep them safe. The school has high expectations for pupil behavior, resulting in a polite and orderly atmosphere. Pupils appreciate the opportunities to engage in various extracurricular activities, including after-school clubs and annual trips.
Despite the positive environment, the school faces challenges in ensuring that all pupils, including those with special educational needs and disabilities, achieve their full potential across all subjects. Leaders have not clearly defined the learning objectives for every subject, which has led to inconsistencies in pupil achievement. While improvements have been made in some areas, such as mathematics and geography, the benefits have not yet been fully realized by the pupils.
The curriculum in certain subjects lacks clarity and structure, which affects the quality of education. Teachers are not always provided with sufficient guidance on what to teach and in what order, leading to a lack of purposeful activities. Additionally, the checks on pupil learning do not provide enough information for teachers to identify gaps in knowledge effectively.
Reading has been prioritized following disappointing results in 2022. Phonics lessons begin early, and pupils read books that align with their learning. However, there are concerns in key stage one regarding the timely identification and support for pupils struggling with phonics. In key stage two, the reading curriculum does not build systematically on prior learning, and there is insufficient focus on comprehension and fluency.
In the early years, curriculum improvements are beginning to show positive results. The curriculum is ambitious and well-sequenced, providing engaging activities that enhance children's knowledge and vocabulary. Children are well-prepared for the transition to Year one.
Leaders are proactive in identifying pupils with special educational needs and work collaboratively with staff to adapt the curriculum to support these pupils. The school promotes personal development through a range of clubs and activities, fostering well-being and teaching about relationships and healthy living.
The safeguarding arrangements are effective, with staff trained to recognize and respond to risks. Strong relationships with families are maintained, and leaders ensure that pupils learn how to keep themselves safe in various contexts.
To improve, the school needs to develop its curriculum further to ensure that all pupils learn effectively. Leaders must enhance the checks on learning to help teachers identify and address gaps in knowledge promptly. Additionally, there is a need for quicker identification and support for pupils struggling with phonics to ensure they are prepared for subsequent stages of learning. Overall, while the school has strengths, particularly in personal development and early years provision, there are significant areas for improvement in the quality of education and leadership.
