Minerva May School

Minerva May School

Address: Dovenby Hall, Balcombe Road, Horley, Surrey, RH6 9UU Unique reference number (URN): 151489

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

p.1

Attendance and behaviour Strong standard

Leaders place great importance on high attendance. They are committed to reducing or removing barriers completely so that pupils benefit from the educational provision the school offers. Arrangements for recording and following up on attendance are well embedded. This allows leaders to carefully monitor the attendance of individual pupils and groups of pupils. Staff proactively use a wide range of strategies and interventions to support improved attendance. This is also true of pupils who are persistently or severely absent. As a result, the attendance of individual pupils is improving over time. This is often notable or rapid improvement, given pupils' low starting points.

p.2

Attendance and behaviour Strong standard

Pupils enjoy school. The calm, orderly and positive environment means that pupils feel happy and want to learn. Pupils get on well with each other and with staff. Their confidence and resilience improve over time. As a result, they develop positive attitudes to learning. Discrimination is not tolerated and is dealt with quickly and effectively. When pupils fall out, staff repair relationships through restorative approaches. Staff understand pupils deeply. They follow the behaviour policy consistently. Importantly, the way they support pupils is personalised, such as through using calming seating areas, the sensory room and individual regulation tools very effectively.

p.2

Inclusion Strong standard

All pupils in the school are pupils with special educational needs and/or disabilities. Pupils have multiple and complex barriers to their learning and wellbeing. The school has developed a precise way of identifying pupils' individual academic and personal needs. This starts with a carefully managed transition and induction into the school, where staff thoughtfully complete a range of assessments and observations. Using this information and pupils' education, health and care plans as a starting point, the school sets ambitious, manageable targets. It carefully monitors the progress pupils make, constantly adjusting to ensure pupils are as successful as possible.

p.2

Inclusion Strong standard

Relationships are at the heart of this school. Staff work in close partnership with parents and carers. Similarly, they work effectively with social care and the local authority virtual school to ensure pupils' needs are consistently well met.

p.2

Inclusion Strong standard

Staff are highly trained to support pupils' different needs. This includes training on specific teaching approaches and how best to support pupils' special needs. Staff use this training to skilfully adapt the curriculum and their teaching to consistently meet these needs. Throughout the school day, leaders and staff make in-the-moment tweaks to their practice and to the daily routines to ensure that all pupils flourish and thrive.

p.2

Personal development and wellbeing Strong standard

The school’s highly effective personal development programme ensures that pupils make huge strides socially, emotionally and academically. The school’s mantra of ‘nurturing

p.2

Expected standard

independence’ underpins the school’s approach. As leaders correctly describe, ‘personal development is the golden thread that runs through the school.’

p.3

Expected standard

Pastoral care is of high quality. Every moment of every day is a valuable teaching moment, when staff take the opportunity to support pupils’ understanding in a range of different ways. For example, discussions in the corridors or at breaktimes are used effectively to encourage pupils to reflect on their behaviour and that of others. Social skills, self-esteem and building resilience are all important aspects of the school’s work with pupils.

p.3

Expected standard

The school’s approach to nurturing independence is impressive. A framework that the school has developed means that staff understand the skills that pupils need to develop over time so that they are ready to take their place in society. Staff carefully track pupils’ participation in school life so that they can support them to access all that the school provides. Adaptations are thoughtfully planned to facilitate this.

p.3

Expected standard

The personal, social, health and economic education programme is all encompassing. It teaches pupils a wide range of important topics, such as healthy relationships, British values and sex education. Pupils learn how to keep themselves safe. They have plentiful opportunities to reflect, learn right from wrong and to appreciate cultural diversity. They enjoy opportunities, such as animal care, science, technology, engineering and mathematics, art and music. The school successfully nurtures individuals’ talents and interests.

p.3

Expected standard

The well-designed careers programme provides effective careers education and guidance to pupils as they move through the school. Opportunities to visit colleges and to engage with people working in different professions set pupils up well for the next steps in their education, training or employment.

p.3

Achievement Expected standard

Pupils achieve well across the curriculum. Staff work thoughtfully with pupils to prepare them for their next steps. The curriculum focuses heavily on nurturing independence and setting pupils up well in readiness for the future. Every moment of the school day is seen as valuable learning time. These moments are used expertly by staff to teach pupils what it means to be active, responsible citizens in modern Britain.

p.3

Achievement Expected standard

Pupils develop the essential knowledge and skills they need in different subjects. Their social and emotional development advance quickly. Staff carefully balance pupils' academic progress with their personal development. Pupils at Minerva May School achieve well, given their starting points. Their reading, writing and mathematics develop well. Pupils achieve suitable accreditations. Most are working towards entry foundation and GCSEs. This means they are well prepared for their next steps after leaving the school.

p.3

Curriculum and teaching Expected standard

The school has an accurate understanding of the curriculum's strengths and has accurately identified next steps to strengthen it further. The school has a logically sequenced and aspirational curriculum, where teaching engages pupils well, giving them a thirst for learning in a range of subjects. The curriculum has been carefully crafted to appeal to pupils' wide- ranging interests. It is bespoke to each pupil.

p.4

Curriculum and teaching Expected standard

Generally, teachers plan the curriculum well so that what pupils learn develops over time. Teachers' subject knowledge is secure, which helps them to explain new learning clearly. Pupils ask questions and share their own ideas in lessons. They work independently and together with their peers. They begin to find a new love of learning. Staff have a precise understanding of pupils' needs and receive information they need to adapt their delivery to support pupils individually. Where this is most effective, pupils flourish and make progress at least in line with expectations.

p.4

Curriculum and teaching Expected standard

Quite rightly, the school places importance on pupils' reading, writing and mathematics. The school's phonics programme successfully helps those who have gaps in their reading fluency owing to disrupted education. The school has rightly developed an action plan to address pupils' handwriting gaps more systematically.

p.4

Leadership and governance Expected standard

The proprietor has ensured that the school consistently meets the independent school standards. It has sensibly implemented several well-thought-through systems that help it to routinely meet its statutory duties. Leaders have a clear strategic direction for the school. Despite the school being open for less than a year, they have designed an ambitious, coherent curriculum, recruited a committed staff team and provided a clear sense of direction for what is next. Leaders have accurately prioritised their actions.

p.4

Leadership and governance Expected standard

The proprietor body successfully ensures that resources are managed effectively and that the school is supported to sustain improvements. While the advisory board was first established prior to the school opening, it has evolved over time as the school has developed. Newer members of the advisory board are in the earlier stages of working with the school. They understand their roles and responsibilities. However, the board does not currently hold leaders to account as consistently as it could. The school is already taking actions to strengthen the advisory board's approach.

p.4

Leadership and governance Expected standard

The school’s professional learning programme ensures that new and existing staff receive high-quality training that helps them carry out their roles effectively. This package of support draws on evidence and has been balanced with what staff need in a new school. Staff are positive about how leaders support their wellbeing and workload. Leaders go out of their way to ensure that staff feel valued. As a result, staff say that they love working here because of the positive culture leaders have created.

p.4

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

This is a school that cares deeply about making a difference to pupils. They are nurtured and prepared for adult life well. Pupils benefit from a school that looks and feels different to what they have experienced in the past. As a result, pupils cannot believe their luck when they first start at Minerva May School. Pupils feel very safe and happy here. Consequently, most attend very well and for those who struggle, the support they receive soon means they enjoy coming to school in time.

p.5

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

All pupils have education, health and care plans, which include social, emotional and mental health needs. Pupils have typically experienced turbulent periods of education in the past and some have been out of education for several years. The nurturing, tranquil environment helps pupils feel calm and prepared for learning once again.

p.5

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

Pupils behave well during lessons and social times. Some enjoy quiet time in the garden, while others actively participate in a game of football or basketball. Staff skilfully support pupils to manage friendship issues. Pupils say that bullying is not an issue for them here.

p.5

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

The school’s values of collaboration, aspiration, resilience and empowerment underpin school life. The school mantra of ‘together we can’ is lived out by staff and pupils. Staff get to know pupils’ interests and understand what pupils need to thrive in learning. Staff adapt the school day and learning within the curriculum so that pupils receive the support they need. Pupils enjoy a wide range of learning, for example animal care, music production, science, technology, engineering and mathematics. A range of activities out of school provides pupils with plenty of opportunities to explore the wider world in readiness for the future. Pupils successfully learn new knowledge and skills. They complete appropriate qualifications and accreditations.

p.5

Next steps

The school should continue to strengthen the work of the advisory board so that it can consistently challenge and support the school's work more precisely.

p.5

About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school’s compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

p.5

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.

p.5

About this inspection

Inspectors spoke with the chair of the proprietor body, who is also the headteacher, 2 representatives of the school's advisory board, senior leaders, teachers, support staff and

p.5

Independent school standards

Independent school standards are either met or not met for each category. pupils.

p.6

Independent school standards

The chair of the proprietor body, Minerva May School Limited, is Melvin George.

p.6

Independent school standards

The school's email address is schooloffice@minervamayschool.org.

p.6

Independent school standards

The inspectors confirmed the following information about the school:

p.6

Independent school standards

The school caters for pupils with social, emotional and mental health needs.

p.6

Independent school standards

The school does not use any alternative provision.

p.6

Independent school standards

The school is registered to admit 70 pupils.

p.6

Independent school standards

The school operates from Dovenby Hall, Balcombe Road, Horley, Surrey, RH6 9UU.

p.6

Independent school standards

The school was first registered in February 2025. It had a subsequent additional inspection to increase its capacity to 70 pupils. This was the school's first standard inspection.

p.6

Independent school standards

1. Quality of education provided Standards met

p.6

Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards met

p.6

Independent school standards

3. Welfare, health and safety of pupils Standards met

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Facts and figures used on inspection

This data is from 19 May 2026 4. Suitability of staff, supply staff, and proprietors Standards met

p.7

Facts and figures used on inspection

5. Premises of and accommodation at schools Standards met

p.7

Facts and figures used on inspection

6. Provision of information Standards met

p.7

Facts and figures used on inspection

7. Manner in which complaints are handled Standards met

p.7

Facts and figures used on inspection

8. Quality of leadership in and management of schools Standards met

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

Urgent improvement

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

p.8

Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school.

p.9

Insufficient evidence

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

p.9

Insufficient evidence

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.9

Insufficient evidence

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.9

Insufficient evidence

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Insufficient evidence

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

p.9