Minster in Sheppey Primary School

Minster in Sheppey Primary School

Address: Brecon Chase, Minster, Sheerness, Kent, ME12 2HX Unique reference number (URN): 143606

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Most pupils consistently achieve above national expectations by the end of key stage 2. This includes disadvantaged pupils, who perform at least as well as their peers. By the end of Year 1, most pupils meet the standards required by the phonics screening check and quickly become fluent readers. By the end of key stage 1, pupils have the essential skills and knowledge they need for later success.

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Achievement Strong standard

Across the wider subjects in school, pupils develop a deep knowledge of the subjects they study. Pupils produce consistently high-quality work that demonstrates their understanding and their ability to practise and apply their learning. They confidently articulate their understanding of different concepts.

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Achievement Strong standard

Pupils are exceptionally well prepared for the next stage of their education. They develop the knowledge, skills and confidence needed to succeed, reflecting the school’s high ambitions and its commitment to inclusive achievement for all.

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Attendance and behaviour Strong standard

Leaders provide highly effective strategic leadership of attendance. They monitor patterns closely, identify barriers early and work constructively with families and external agencies to secure improvements. Attendance is above national figures, including for pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils. Persistent absence is reducing because leaders act decisively, offering personalised support, challenge and practical solutions. Pupils feel welcome and valued and they are eager to attend. The school’s work ensures that pupils who previously struggled now attend more regularly and benefit fully from the curriculum.

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Attendance and behaviour Strong standard

Pupils’ behaviour across the school is calm, respectful and highly positive. Staff follow the school’s policies consistently. Routines and expectations are well established and understood by all. Pupils show positive attitudes to learning. They engage enthusiastically in lessons, work collaboratively and demonstrate high levels of independence. Bullying and discriminatory behaviour are extremely rare. When concerns arise, staff act quickly, ensuring pupils feel safe and confident that issues will be resolved. Inclusive approaches enable all pupils, including those with SEND, to participate fully. Thoughtful adaptations help pupils to manage their emotions successfully. As a result, pupils are proud to belong to Minster and contribute positively to the school community.

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Curriculum and teaching Strong standard

Leaders have a secure grasp of the curriculum and teaching, which informs well-judged decisions that drive continuous improvement. The curriculum is ambitious, coherently sequenced and consistently high in quality from the early years to the end of key stage 2. Leaders ensure that key knowledge, skills and vocabulary are mapped carefully so pupils build secure foundations for future learning. Reading, phonics and early mathematics are prioritised, enabling pupils to gain the essential building blocks needed to access the wider curriculum confidently.

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Curriculum and teaching Strong standard

Teaching is purposeful and underpinned by staff’s very secure subject knowledge. Staff demonstrate new concepts clearly, use precise vocabulary and check pupils’ understanding regularly. Assessment information is used astutely to identify gaps and adapt teaching so that work is pitched accurately. Pupils enjoy engaging lessons that develop their oracy, writing and reasoning skills. They deepen their learning further when teachers extend classroom activities.

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Curriculum and teaching Strong standard

The curriculum and teaching are highly inclusive. Adaptations for pupils with special educational needs and/or disabilities are timely, personalised and successful in helping pupils to overcome barriers. Teachers deliberately extend children’s spoken language and vocabulary. As a result, all pupils develop confidence, participate fully and achieve well across the curriculum.

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Early years Strong standard

Leadership of the early years is highly effective. Leaders have a clear, ambitious vision for early learning and ensure that the provision gives children the strongest possible start. The curriculum is carefully sequenced across all areas of learning, with clear milestones that help staff check progress and identify any child at risk of falling behind. Ongoing assessment and targeted support help children at risk of falling behind to catch up quickly.

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Early years Strong standard

Teaching is consistently strong. Staff skilfully develop children’s language, vocabulary and communication skills. Interactions between adults and children are purposeful. Reading is prioritised from the start. Staff teach phonics in high-quality daily sessions. Consequently, children successfully secure knowledge of phonics and the basics of writing.

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Early years Strong standard

Children achieve well. Children with special educational needs and/or disabilities make significant progress from their starting points. The environment is exceptionally well organised to promote gross and fine motor development, early writing and a love of books.

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Early years Strong standard

Leaders have ensured that children’s social development is carefully considered. Children play harmoniously together and demonstrate an awareness of others. Staff know children well, build warm relationships and work closely with parents. Inclusive practices ensure that all children feel secure, confident and ready for Year 1.

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Inclusion Strong standard

Inclusion sits firmly at the heart of the school’s work. Leaders have created a highly positive and nurturing culture in which every pupil is valued and supported to achieve, belong and thrive. Leaders adopt a determined, coordinated approach to support pupils with a range of needs. The school identifies pupils’ needs swiftly and accurately. Robust systems ensure that staff assess progress with precision and reduce barriers through targeted support, high- quality interventions and well-considered curriculum adaptations. Pupils succeed both academically and personally. This includes pupils with special educational needs and/or disabilities, disadvantaged pupils and other groups who face challenges to their learning or wellbeing. Positive relationships with parents and carers enhance the school’s work. Leaders collaborate effectively with external agencies, including social care and specialist services,

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Inclusion Strong standard

to ensure pupils receive timely, coordinated and appropriate support. This is particularly effective for pupils who are vulnerable or who have complex needs.

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Inclusion Strong standard

Leaders and governors evaluate the pupil premium strategy with rigour. Funding is used strategically to remove barriers for disadvantaged pupils. As a result, disadvantaged pupils achieve high standards by the end of key stage 2.

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Leadership and governance Strong standard

Leadership is strategic, ambitious and deeply rooted in an accurate understanding of the school’s strengths and priorities. Leaders have established robust systems for monitoring the impact of improvement work, using evidence from lesson visits, pupil voice and work scrutiny to refine practice. Their decisions are consistently driven by what is best for pupils, particularly those who face barriers to learning. Subject leaders are well supported and have the time and expertise to shape a well-designed, inclusive curriculum.

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Leadership and governance Strong standard

Governance is highly effective. Governors fulfil their statutory duties with rigour and use their expertise to provide strong challenge and support. They maintain clear oversight of improvement plans and ensure that resources, including pupil premium funding, are used wisely and in pupils’ best interests. Their work contributes significantly to sustained improvement.

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Leadership and governance Strong standard

Leaders prioritise staff wellbeing. Leaders take thoughtful steps to reduce workload and foster a collaborative, supportive culture. Staff feel valued, involved in decision-making and proud to work at the school. Professional learning is a notable strength. The training programme is coherent, evidence-informed and tailored to staff needs, with coaching, classroom visits and cross-school collaboration helping to build expertise over time.

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Leadership and governance Strong standard

Leaders engage positively with parents, carers and the wider community. Regular communication, purposeful events and strong relationships ensure families feel connected to the school. Partnerships with external professionals further strengthen provision for vulnerable pupils. This collective commitment ensures that pupils’ learning, wellbeing and long-term success remain at the heart of the school’s work.

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Personal development and wellbeing Strong standard

Leaders provide highly effective strategic leadership of personal development and wellbeing. They have designed a broad, coherent and ambitious programme that reflects the school’s context and pupils’ needs. This programme is reviewed regularly so that it remains relevant, inclusive and impactful for all pupils, including those who are disadvantaged or vulnerable. Leaders track participation carefully to ensure every pupil benefits fully from the school’s extensive offer.

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Personal development and wellbeing Strong standard

The personal development curriculum promotes pupils’ social, moral, spiritual and cultural development exceptionally well. Pupils learn to respect differences, understand a range of faiths and cultures, and apply the school’s values, ‘Minster Muscles’, in their daily interactions. Relationships, sex and health education is age-appropriate, well structured and equips pupils with the knowledge they need to stay safe. Pupils develop a secure understanding of online and offline risks, including how to manage peer pressure, maintain healthy relationships and use the internet responsibly. They also gain a strong grasp of fundamental British values such as democracy, fairness and respect, which they apply confidently in school life.

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Personal development and wellbeing Strong standard

A rich range of clubs, trips, leadership roles and cultural experiences broadens pupils’ horizons and nurtures their talents. Activities such as ambition day, opera workshops, the ‘Duke of Minster award’ and the ‘Minster Primary Pledge’ initiatives help pupils develop appropriate life skills, confidence, curiosity and ambition.

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Personal development and wellbeing Strong standard

Staff know pupils extremely well and use detailed information to provide timely help and pastoral support. Pupils feel safe, valued and well cared for. They speak positively about the memorable experiences they share and the skills they develop. As a result, pupils are very well prepared for the next stage of their education and for life in modern Britain.

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What it's like to be a pupil at this school

Pupils achieve well and enjoy their learning. They arrive each morning ready ‘To be the best they can be – best learner, best friend and best citizen.’ Pupils follow the calm, purposeful routines of the school. This helps them to feel settled and ready to learn. Across the school, pupils engage enthusiastically in lessons, take pride in their work and talk confidently about what they know. They benefit from a broad, ambitious curriculum and high-quality teaching that builds knowledge securely over time. As a result, all pupils make very secure progress from their starting points. Published outcomes reflect this sustained success, and pupils are well prepared for their next steps.

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What it's like to be a pupil at this school

Pupils feel a strong sense of belonging in the ‘Minster Magic family’. They are included fully in all aspects of school life and speak warmly about the nurturing ethos that runs through the school. Relationships between pupils and staff are positive. Pupils support one another, show respect and demonstrate maturity in their interactions. They relish opportunities to contribute to the school community through leadership roles, daily responsibilities and participation in enrichment activities. A rich programme of trips, clubs and community projects broadens pupils’ experiences and extends learning beyond the academic curriculum.

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What it's like to be a pupil at this school

Pupils thrive socially, emotionally and academically. Behaviour is exemplary. Pupils show self-discipline, kindness and courtesy. They understand what bullying is and are confident that staff deal with any concerns quickly and effectively. Pupils feel safe and know how to keep themselves safe, including online. Attendance is high, and pupils arrive punctually and ready to learn. Where barriers to attendance or wellbeing exist, staff act swiftly and work closely with families to remove them. Vulnerable pupils benefit from tailored support that helps them settle, regulate their emotions and succeed. Pupils leave the school confident and exceptionally well prepared for life in modern Britain.

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Team inspectors:

Margaret Coussins, Ofsted Inspector Kirstine Boon, Ofsted Inspector Graham Chisnell, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Next steps

Leaders should continue to embed the very minor refinements seen in some curriculum areas.

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About this inspection

This school is part of The Island Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Debbie Rousell, and overseen by a board of trustees, chaired by Howard Fisher.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the co-headteachers, senior leaders, CEO, members of the board of trustees, teachers and pupils during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not use any alternative provision.

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About this inspection

Co-headteachers: Michelle Jeffery and Lynne Lewis

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support. National average: 3.5%

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 5.1% 5.2% Close to average

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national average

2023/24 (3 term) 5.5% 5.5% Close to average

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national average

2022/23 (3 term) 5.8% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (3 term) 11.4% 13.0% Close to average

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national average

2023/24 (3 term) 13.5% 14.6% Close to average

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national average

2022/23 (3 term) 13.9% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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