Monkseaton Coastal School

Monkseaton Middle School

Address: Vernon Drive, Monkseaton, Whitley Bay, Tyne and Wear, NE25 8JW Unique reference number (URN): 108637

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.

p.1

Inclusion Expected standard

Leaders place inclusion at the centre of everything that they do. They are ambitious for pupils with special educational needs and/or disabilities or other barriers to learning. Leaders accurately identify what support is needed for pupils. Staff receive regular training on how best to support these pupils so that they can learn alongside their peers. Leaders track and monitor the progress that pupils make to ensure that they are receiving the right support. They adjust the support when needed. When necessary, leaders seek specialist support for pupils who may require this, such as from the school nursing team and the speech and language therapy service.

p.2

Inclusion Expected standard

Pupils who are looked after or known to social care are well supported. Leaders spend the extra funding that they receive for these pupils, and for disadvantaged pupils, thoughtfully. For example, they use this funding to provide support for pupils to improve their reading skills.

p.2

Inclusion Expected standard

Leaders make sure that the alternative provision they arrange for pupils matches their needs and interests.

p.2

Personal development and wellbeing Expected standard

Leaders have put into place a thoughtful personal development programme that reflects the needs of the local community. For example, pupils learn about water safety and what the safety flags at their local beach tell them. Pupils study an age-appropriate curriculum that covers personal, social and health education. This includes important topics such as healthy relationships, how to stay safe in their local community and online and how to look after their physical and mental health. The personal development programme supports pupils to develop their understanding of differences between people. Pupils talk confidently about the dangers of stereotyping and the importance of respecting other religions and cultures.

p.2

Personal development and wellbeing Expected standard

Leaders have implemented a thorough careers curriculum that helps pupils to learn about the world of work. Staff often make links between careers and the topics that pupils learn in different subjects. Older pupils receive information and advice about the different options available to them when they leave school.

p.2

Personal development and wellbeing Expected standard

Pupils appreciate the wellbeing support they receive. There is a wide range of pastoral support for pupils, which is tailored to pupils' needs. For example, pupils who lack confidence benefit from small-group sessions. Pupils are confident that they will receive support for any problems they may have at school or at home.

p.2

Personal development and wellbeing Expected standard

There is a wide range of activities for pupils to explore their interests and talents. The school offers clubs covering everything from sport and art to model-building and mindfulness. Pupils particularly enjoy caring for the animals at school. Leaders regularly consult with pupils to ensure that the clubs match their interests and needs. Leaders carefully check that all pupils, including those with special educational needs and/or disabilities and

p.2

Needs attention

disadvantaged pupils, participate in clubs and reduce barriers to accessing these when necessary.

p.3

Achievement Needs attention

Pupils do not achieve as well as they should. Teachers do not have a clear picture of what pupils know. As a result, teachers are unable to address any gaps in pupils' knowledge quickly enough. This means that some pupils may not be well-prepared for their next stage in learning. Pupils’ attainment in mathematics remains below the national average in national tests at the end of Year 6. This includes those who are disadvantaged. Leaders are aware of these weaknesses in teachers’ checking of pupils' understanding and are starting to address them, but this has not impacted on their outcomes.

p.3

Achievement Needs attention

Leaders identify pupils who need help to develop their skills and understanding in the earliest stages of reading, writing and mathematics. These pupils receive help to catch up with their peers in these areas. Leaders have put in place a suitable phonics programme for pupils who need this level of support.

p.3

Attendance and behaviour Needs attention

Some pupils do not come to school often enough. Leaders typically understand the barriers that prevent pupils from attending school regularly. They have modified the way in which they support pupils who are persistently absent from school. However, their actions have not improved pupils’ attendance quickly enough.

p.3

Attendance and behaviour Needs attention

Pupils behave well. They enjoy the calm and friendly atmosphere both in and out of the classroom. Pupils treat each other and staff with respect. Pupils and staff understand the clear rules that are in place. Pupils who receive sanctions for breaking the school rules are given effective help and support to improve their behaviour. Leaders train staff to understand why some pupils may find it more difficult to meet the school’s expectations for behaviour. Staff support these pupils well so that their behaviour improves over time.

p.3

Attendance and behaviour Needs attention

Pupils feel safe in school. They generally behave well in their lessons and disruptions to learning are rare. Pupils are confident that staff will quickly deal with more serious or unkind behaviour. Pupils know that bullying or other discriminatory behaviour is not tolerated.

p.3

Curriculum and teaching Needs attention

While leaders have put in place a broad, ambitious and well-sequenced curriculum, they do not ensure that teachers effectively deliver and check pupils' learning consistently across all subjects and year groups. This includes for pupils with special educational needs and/or disabilities or other barriers to learning. In some subjects, pupils build their knowledge and skills over time, particularly in key areas such as reading, writing and mathematical skills. Teachers break the curriculum down into small, precise steps in lessons so that pupils are clear about what they are learning. However, in other subjects, teachers do not deliver the curriculum to help pupils review what they have previously learned and build on their learning. Teachers do not identify gaps in pupils' knowledge. This means that they do not always know if pupils secure the necessary knowledge they need to progress. Subsequently, teachers are unable to address these gaps in pupils' learning.

p.3

Leadership and governance Needs attention

Leaders know their school well. They understand the strengths and weaknesses of the school and choose the right areas to focus on for improvement. However, they have not precisely identified the underlying causes of the weaknesses. Subsequently, the actions they have put into place have not brought about improvement quickly enough. This has meant that their plans have not had sufficient impact on pupils’ attendance and attainment over time.

p.4

Leadership and governance Needs attention

Governors are committed to the school. They support leaders, including more recently through a period of significant uncertainty. Governors share leaders’ commitment to ensuring that the school is an inclusive and supportive place for all pupils. However, they have not taken a sufficiently rigorous approach to assuring themselves of the school’s performance. This means that they have not always effectively challenged leaders to improve important aspects of the school.

p.4

Leadership and governance Needs attention

Staff feel well supported by leaders. They understand and share in leaders’ ambitions for the school and feel proud of the work they do. Staff appreciate the professional development programme that leaders have put into place for them. They feel that leaders are thoughtful about both their workload and wellbeing. This includes teachers in the early stages of their career.

p.4

Leadership and governance Needs attention

Leaders form effective relationships with parents and make sure they feel involved with the school community. Parents are positive about the school and particularly value the pastoral care that pupils receive.

p.4

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

Pupils are happy at this school. They feel safe and well cared for. They know that staff will work with them to try to solve any problems that they may have. However, pupils do not come to school as often as they should. This means that they miss out on a wide range of opportunities that the school offers.

p.4

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

Pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils, receive a range of pastoral support that is well matched to their needs. Leaders secure external support for pupils when this is needed.

p.4

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

Pupils generally work hard in their lessons. They typically enjoy learning and behave well in class. However, teachers do not always check that pupils understand what they have been taught. This means that pupils have gaps in their knowledge and do not achieve as well as they should. Pupils treat others with respect. They understand the school rules and believe they are fair. Pupils who need help to improve their behaviour receive this. Some pupils are given leadership positions in school, such as being a class representative. They enjoy this opportunity to be a role model for other pupils.

p.4

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

Leaders make sure that pupils are prepared for life in the wider world. They learn about healthy relationships and fundamental British values such as tolerance and democracy. This prepares them for life in modern Britain. Pupils are taught how to keep themselves safe both online and in the community.

p.5

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

Pupils engage in a wide range of opportunities that explore their interests and abilities outside of the classroom. Pupils have access to a range of school clubs, ensuring that pupils with SEND and disadvantaged pupils can participate in them alongside their peers. Leaders regularly ask pupils what activities they enjoy and adapt the extracurricular offer accordingly. For example, pupils enjoy taking turns to care for the school animals.

p.5

Next steps

Leaders should embed recent approaches to improving pupil attendance so that all groups of pupils attend school more often and are able to benefit from all the school has to offer. Leaders should ensure that teachers check pupils' learning accurately and regularly. This will enable teachers to quickly identify and address any gaps in pupils' knowledge and/or misconceptions they might have and succeed in their learning. Leaders should ensure that teachers deliver the curriculum in all subjects consistently and effectively so that all pupils progress in their learning. Leaders should ensure that they identify the school’s areas of weaknesses with precision and accuracy so that they can address them quickly and effectively. Governors should assure themselves that they have an accurate oversight of the school’s performance so that they can provide effective challenge and support to leaders.

p.5

About this inspection

The chair of the board of governors in this school is Hannah Cleaugh.

p.5

About this inspection

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

p.5

About this inspection

This inspection took place on 10 and 11 June 2026.

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 headteacher, school leaders, governors, teachers and other staff, pupils and the chair of governors during the inspection.

p.5

Team inspectors:

Alison Aitchison, His Majesty's Inspector Ruth Craven, His Majesty's Inspector

p.6

Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

p.6

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 10 June 2026

p.6

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.

p.6

384

Well below average The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

p.6

384

The inspectors confirmed the following information about the school:

p.6

384

The school currently makes use of 8 alternative provisions, including one that is unregistered.

p.6

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.7

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.

p.7

What does this mean?

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

p.7

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.

p.8

What does this mean?

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

p.8

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.

p.8

average

2023/24 (final) 53% 61% Close to average

p.8

average

2022/23 (final) 55% 60% Close to average

p.8

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.8

average

2023/24 (final) 72% 74% Close to average

p.8

national average

2022/23 (final) 69% 73% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

2024/25 (final) 74% 72% Close to average

p.9

average

2023/24 (final) 78% 72% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.9

average

2022/23 (final) 67% 73% Close to average

p.9

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.

p.9

mathematics

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

p.10

average

2024/25 (final) 37% 47% Close to average

p.10

average

2023/24 (final) 55% 46% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

average

2024/25 (final) 63% 63% Close to average

p.10

average

2022/23 (final) 56% 60% Close to average

p.10

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.10

average

2024/25 (final) 67% 59% Close to average

p.10

national average

2022/23 (final) 56% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2023/24 (final) 55% 59% Close to average

p.11

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.

p.11

mathematics

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

p.11

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.12

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.

p.13

national average

2022/23 (3 term) 9.8% 9.0% Close to average

p.13

Persistent absence

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

p.13

Exceptional

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

p.14

Strong standard

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

p.14

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.14

Needs attention

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

p.14

Urgent improvement

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

p.14

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.

p.14

Urgent improvement

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.14

Urgent improvement

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.14

Urgent improvement

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

p.14

Urgent improvement

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

p.14