Charles Warren Academy, located in Milton Keynes, has undergone an ungraded inspection on January 23 and 24, 2024. The overall judgement remains good, but evidence suggests that a graded inspection might yield a lower rating. The principal, Danielle Barnes, leads the school, which is part of the Academies Enterprise Trust, overseen by CEO Rebecca Boomer-Clark and a board chaired by David Hall.
Pupils express pride in their school and appreciate the values instilled by the nurturing staff. The strong relationships between staff and students foster a safe environment where pupils feel supported. The school aims high for all students, including those with special educational needs and disabilities. While pupils enjoy learning, they currently do not achieve to their full potential, a concern the school is actively addressing.
Behaviour in the school is generally calm and orderly, with playtimes characterized by enjoyment and inclusivity. Pupils value leadership roles, such as ‘reading champions,’ which allow them to promote reading and engage with their peers. The curriculum is carefully designed, starting from early years, to prepare students for future learning. Recent curriculum changes aim to build knowledge progressively across subjects, emphasizing vocabulary development and appropriate levels of challenge and support.
Staff generally possess secure subject knowledge, although there are inconsistencies in curriculum delivery. Some pupils struggle to practice what they have learned, leading to gaps in their knowledge. The school is implementing coaching and training to improve teaching effectiveness. Reading is a significant focus, with daily reading sessions and strong phonics provision. Pupils with significant reading challenges receive tailored support, and parents are encouraged to engage in reading activities with their children.
Despite the curriculum's design to foster deep knowledge, not all pupils are achieving as intended. Staff do not consistently check for gaps in understanding, which can lead to unaddressed misconceptions. While pupils behave well in lessons, attendance remains a challenge, particularly for disadvantaged students. The school is working with families to improve attendance rates.
The school promotes inclusivity and celebrates diversity, teaching pupils about various faiths and cultures. A range of extracurricular activities is available, encouraging students to explore new interests. The leadership team is committed to fostering strong relationships with parents and the community, and they have a clear understanding of the school’s strengths and areas for improvement.
The safeguarding arrangements are effective, ensuring a safe environment for all pupils. However, the school must address specific areas for improvement. In some subjects, the curriculum is new, leading to gaps in pupils' understanding, which hinders their ability to connect new learning with prior knowledge. Staff need to accurately assess pupils' understanding and use this information to inform future teaching. Additionally, the implementation of the curriculum must be monitored closely to ensure consistent quality across all subjects.
Efforts to improve attendance must intensify to support vulnerable pupils better. The school is dedicated to making meaningful changes to enhance the educational experience for all students, ensuring they are well-prepared for their future educational journeys. The leadership team values staff input and is committed to placing pupils at the center of decision-making processes.
