Setting

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Rebecca Handebeaux Headteacher Thistle Hill Academy Aspen Drive Minster-on-Sea Sheerness Kent ME12 3UD

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Requires improvement monitoring inspection of Thistle Hill Academy

This letter sets out the findings from the monitoring inspection that took place on 20 June 2024, on behalf of His Majesty's Chief Inspector of Education, Children's Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and took place because the school has received two successive judgements of requires improvement at its previous graded (section 5) inspections.

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Requires improvement monitoring inspection of Thistle Hill Academy

The purpose of a monitoring inspection is not to grade the school's overall effectiveness, but to identify and report on the school's progress. It is to highlight to the school and parents any improvements that school leaders have made since the school's previous graded inspection.

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Requires improvement monitoring inspection of Thistle Hill Academy

During the inspection, I discussed with you and other senior leaders, the chief executive officer (CEO) of the trust and the chair of the trust board of directors the actions that have been taken to improve the school since the most recent graded inspection. We discussed the ongoing impact of the COVID-19 pandemic. I also visited lessons, met with staff and pupils, and reviewed school documentation. I have considered all this in coming to my judgement.

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Leaders have made progress to improve the school, but more work is

necessary for the school to become good.

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Leaders have made progress to improve the school, but more work is

The school should take further action to:

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Leaders have made progress to improve the school, but more work is

 Ensure that improvements in pupils’ attendance are sustained over time, in order that all pupils benefit more fully from the learning opportunities provided by the school.

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Main findings

Following the previous inspection in April 2022, you were appointed as the substantive headteacher on a permanent basis. Together with the trust, you have driven improvements in the school’s work to support pupils with special educational needs and or/disabilities (SEND), both for the specially resourced provision and for the school as a whole. You have set out clear plans for improvement, and staff that I spoke with are committed to delivering these, such as through developing their expertise in supporting pupils with SEND.

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Main findings

Changes to the curriculum reflect your high ambitions for pupils with SEND, and for all pupils. For the small number of pupils following an adapted curriculum programme, your team have carefully crafted learning pathways that give pupils the learning opportunities they need to be ready for the next stage of their education. The 'small steps' sequencing for pupils with SEND enables them to work on relevant and purposeful targets. Staff review these regularly to ensure that they are providing the right level of challenge and support for pupils. Within the classroom, there are extensive adaptations to meet pupils' needs. Pupils know how to make suitable use of resources available to help them learn. Alongside this, staff personalise learning effectively, through the digital and physical resources, and through providing additional guidance for pupils who need it. This is helping pupils with SEND to learn more effectively. The school promotes a positive culture

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Main findings

around reading. Pupils who need additional help with phonics are receiving regular targeted support to develop their fluency. You recognise that improvements in pupils’ learning are not yet fully evident in published outcome data, including the phonics screening check.

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Main findings

Over the past two years, you have focused on delivering substantial changes in the provision for pupils with SEND. Specialist input from the trust and from external partners has helped to refine and improve the structures and practices around SEND. You have established clear and high expectations for staff as well as pupils. Staff are benefitting from a detailed programme of professional development, especially in understanding pupils’ needs and how to support them. In conjunction with the trust, you have taken clear action to ensure that pupils on part-time timetables are benefitting from as broad a curriculum as their peers. There are now robust mechanisms in place for reviewing this provision at school and trust level.

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Main findings

You have put in place a new approach to behaviour, based on clear and consistent expectations. In the lessons I visited, pupils’ behaviour was focused and calm. Pupils and staff alike value the new behaviour system. Some pupils feel that there are still times when their learning is disrupted by the behaviour of others. Suspensions have reduced sharply this academic year as a consequence of the changes you have made. Attendance has also been a key area for your team. You have worked collaboratively but firmly with the families of pupils with low attendance, in order to help them overcome barriers to being in school. Over the course of this academic year, this has led to significant improvements in attendance, including for disadvantaged pupils. Despite these efforts, attendance is still lower than it should be. As a result, some pupils are missing out on important learning.

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Main findings

The trust board have ensured that there is a continued focus on delivering a good education for all pupils. Members of the trust board have been actively engaged in monitoring the progress the school is making, through the programme of visits as well as reports from the trust’s CEO. By drawing on the expertise of external consultants as well as school improvement partners from within the trust, the trust board of directors has built an accurate picture of how your actions are driving school improvement.

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Main findings

I am copying this letter to the chair of the trust board of directors, and the CEO of the Stour Academy Trust, the Department for Education's regional director and the director of children's services for Kent. This letter will be published on the Ofsted reports website.

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