Curly's Farm and SchoolOfsted report card, 15 Sept 2026

Curly's Farm and School

Address: Curly's Farm, Mustards Road, Sheerness, Kent, ME12 4AN Unique reference number (URN): 152089

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

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Attendance and behaviour Strong standard

Some pupils arrive at Curly’s Farm having experienced interruptions to their education. Leaders build trusting partnerships with parents quickly. This helps leaders identify barriers to attendance and swiftly implement supportive strategies to improve attendance. As a result, pupils’ individual attendance and whole-school attendance improve rapidly from low starting points. Leaders monitor attendance with precision. They review and adapt approaches quickly so that pupils attend regularly. Pupils explain that they like coming to school because of the respectful relationships they have with staff.

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Attendance and behaviour Strong standard

Behaviour is highly positive across the school. Pupils show perseverance and resilience in all they do. Staff have consistently high expectations for behaviour. Established routines mean that pupils learn in a calm, orderly learning environment where teamwork and compassion are promoted.

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Attendance and behaviour Strong standard

Pupils have positive attitudes to their learning. Staff regularly remind them of what they can achieve and provide the support they need to flourish. For instance, pupils know that they can sit quietly in their chosen ‘quiet space’ if they feel overwhelmed or that they can carefully handle the owl who helps them feel calm. If learning is interrupted, staff effectively support pupils to regulate their emotions. Leaders swiftly identify possible triggers that might impact pupils’ behaviour. Therefore, individual approaches effectively support pupils’ social and emotional needs.

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Attendance and behaviour Strong standard

Pupils show a deep sense of responsibility towards others and the farm. Older pupils are effective role models to younger pupils.

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Inclusion Strong standard

This is an inclusive school where pupils are valued, celebrated and develop the knowledge and skills they need to flourish. Leaders and staff have high expectations for pupils, whatever their barriers or starting points. Leaders have established robust transition processes for pupils who are new to the school. These processes ensure that staff identify and meet pupils' needs as soon as they arrive.

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Inclusion Strong standard

Staff use highly individualised approaches to remove barriers for pupils with an education, health and care plan. As a result, pupils access the curriculum and make positive progress from their starting points. For example, teaching staff implement well-considered communication techniques so that pupils can express their needs and wants. Staff systematically and skilfully adjust teaching approaches to support pupils. Leaders and teaching staff have a deep understanding of pupils’ needs. As a result, leaders make decisions in the best interests of pupils.

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Inclusion Strong standard

Leaders work effectively with external professionals such as speech and language therapists. These professionals work with leaders and teaching staff to embed communication approaches across learning and social activities. Personal education plans,

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Expected standard

for pupils known to social care, precisely identify barriers to learning and wellbeing. Leaders ensure that each accessibility plan is implemented effectively.

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Achievement Expected standard

Some pupils arrive with significant gaps in their learning. Leaders assess what pupils know with precision as soon as they start at Curly’s Farm. As a result, teaching staff identify and address gaps quickly. Pupils with special educational needs and/or disabilities make secure progress through the curriculum from their starting points.

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Achievement Expected standard

Pupils work hard and achieve well. For example, pupils are eager to demonstrate their mathematical knowledge and quick recall of number facts. This knowledge helps them to solve mathematical problems linked to the farm. Older pupils are proud of their scientific knowledge. They confidently compare human and animal digestion and explain how diseases spread using subject-specific vocabulary such as ‘infection’, ‘communicable’ and ‘zoonotic diseases’.

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Achievement Expected standard

Pupils at the early stages of reading learn the sounds that letters make in a sequential order. Regular practise helps pupils apply this knowledge when reading unfamiliar words or when practising initial letter sounds. Pupils are well prepared for their next steps in their education.

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Curriculum and teaching Expected standard

The curriculum from Year 1 to the post-16 provision is broad and well sequenced. Communication and language are embedded across the curriculum. Leaders have ensured that each unit of work maps out the important knowledge, skills and vocabulary that pupils need to know according to their learning pathway and subject area. For example, pupils learn to multiply across two animal pens, before using this knowledge to divide an amount of food equally between them. This sequence of learning prepares pupils successfully for future learning.

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Curriculum and teaching Expected standard

Generally, teaching across the school is effective. Teaching staff break down learning into small steps so that pupils reach ambitious end points. Assessment approaches are robust. Leaders and teaching staff take into consideration each pupil’s starting point and use this knowledge to plan future learning.

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Curriculum and teaching Expected standard

Early reading is taught effectively. Teaching staff provide regular opportunities for pupils to revisit previously learnt letters and sounds, so that they develop increasing confidence and independence.

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Curriculum and teaching Expected standard

Teaching staff adapt their teaching approaches so that pupils with special educational needs and/or disabilities access learning whatever their stage of development. Teaching staff generally explain concepts clearly. For instance, they explain words such as ‘memorial’ and ‘commemorate’ with precision. As a result, older pupils use subject-specific vocabulary with understanding when discussing local landmarks. On occasion, some teaching staff do not model new concepts sharply enough to secure pupils’ learning quickly.

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Leadership and governance Expected standard

Leaders and the proprietor have an accurate understanding of the school’s strengths and areas for improvement. They monitor and evaluate all areas of the school with precision, taking quick and effective action to ensure pupils thrive.

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Leadership and governance Expected standard

The proprietor fulfils its statutory duties effectively. They provide robust challenge to assure themselves that leaders make decisions based on evidence and in the best interests of all pupils with special educational needs and/or disabilities and those who are disadvantaged.

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Leadership and governance Expected standard

Staff are incredibly proud to work at this school. From the moment they start, staff have access to effective training that ensures they know the most effective approaches to support each pupil individually. Leaders take appropriate action to ensure that staff workload is manageable. As a result, staff are committed to achieving the very best for pupils across the school.

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Leadership and governance Expected standard

Parents and carers are overwhelmingly positive about the school. Leaders work effectively in partnership with parents, ensuring their views are taken into account when reviewing pupils’ education, health and care plan targets. They value the holistic support their children receive, both academically and socially, so that they have the knowledge, skills and independence to be ready for the next stage of their education.

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Leadership and governance Expected standard

The proprietor maintains effective oversight of safeguarding and the independent school standards (ISS) ensuring that the ISS are met consistently.

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Personal development and wellbeing Expected standard

Leaders deliver a personal, social and health education programme and relationships curriculum that is well-sequenced. This means that pupils with additional needs access learning that is purposeful and appropriate to their stage of development.

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Personal development and wellbeing Expected standard

Pupils’ character development is prioritised. They are taught the importance of active citizenship. Activities such as the Young Farmers Club enable pupils to take on roles of responsibility as committee members. Through enterprise activities, pupils learn about finance, profit and loss. Pupils make meaningful decisions about how the profits are spent so that every pupil benefits.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils have highly personalised targets to develop their independence in preparation for adulthood. Targeted therapeutic support enables pupils to manage and regulate their behaviour effectively. Staff quickly anticipate and identify triggers that may impact pupils' wellbeing. Staff support pupils to apply these strategies so that they regulate their behaviour and return to learning quickly.

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Personal development and wellbeing Expected standard

Pupils are taught to celebrate and value difference. They work hard to include new pupils to the school, showing empathy and understanding. This fosters an ethos of belonging. Pupils celebrate and learn about cultures different to their own. They explain the importance of learning about others so that they are well prepared for life in diverse Britain.

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Personal development and wellbeing Expected standard

Pupils are taught how to identify risks within and beyond the school. They have a secure understanding of healthy and unhealthy relationships and personal boundaries. They know to block and report anything they encounter online that might make them feel uncomfortable. Pupils learn how to keep safe and manage risk on the farm, explaining clearly why rules are important.

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Personal development and wellbeing Expected standard

Pupils of secondary age are effectively supported as they prepare for adulthood. They access well-informed career guidance and advice. Leaders provide work experience opportunities within the farm and beyond. These opportunities broaden pupils’ understanding of different career pathways and raise their aspirations.

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

This is a school with a big heart. The values of inclusivity and empowerment are woven across all aspects of daily life at this school. Pupils have a palpable sense of personal responsibility in keeping all the animals healthy and safe, whether that be the guinea pigs or Smithy the pig. Pupils enjoy learning through a practical curriculum that leaders carefully tailor to meet their individual needs. Pupils make positive progress from their starting points and achieve recognised certificates of achievement across curriculum areas.

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

Teaching staff care deeply about pupils. This helps pupils to feel seen, heard, and understood. Pupils know that if they have a worry, staff will listen and take action. Pupils feel safe and are safe here.

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

Pupils have sometimes experienced a challenging time or have significant gaps in their learning due to periods of absence prior to joining the school. These pupils settle into school life because staff understand their needs incredibly well. Consequently, pupils’ attendance improves significantly from their starting points.

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

Behaviour across the school is highly positive. Pupils have positive attitudes to learning because adults reinforce how much they can and will achieve. Relationships between staff and pupils are respectful and kind. This creates a harmonious school community. Bullying is rare here. If any incidents of inappropriate behaviour occur, leaders act quickly so that they do not escalate.

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

Pupils are proud to contribute to the community. Visitors receive a warm welcome because pupils want others to share the many opportunities and experiences the school and farm provide. Pupils look after the chickens, collect their eggs and take pride in boxing them up to sell within the community. They learn about other faiths and cultures that may be different to their own. These experiences prepare them to be respectful, active citizens.

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

Leaders make sure that pupils, including pupils with special educational needs and/or disabilities, access all that the school has to offer through careful adaptations.

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Next steps

Leaders and the proprietor should ensure that highly effective teaching is consistently embedded across the school, enabling pupils to develop and apply detailed knowledge and skills across all areas of the curriculum. Leaders and the proprietor should ensure that the personal development offer is extensive, so that all pupils benefit from a wide range of enrichment opportunities that broaden their horizons and develop their interests.

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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.

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About this inspection

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

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About this inspection

Inspectors spoke with the Head of Charity, school leaders, the chair of trustees and representatives of the board of trustees and the proprietor body, parents and carers, staff 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

All pupils have an education, health and care plan. The school caters for pupils with special educational needs and/or disabilities, medical, social, emotional and mental health difficulties, alongside learning difficulties and autism. The majority of pupils are placed at the school and funded by Kent County Council.

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About this inspection

The school is located on a 10-acre working farm. The farm is currently home to 16 different species of animals, including cows, alpacas, sheep, pigs and barn owls.

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About this inspection

Since the school's pre-registration inspection, there has been a change in the headteacher.

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About this inspection

The school uses no alternative provision.

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About this inspection

This is the first standard inspection of Curly’s Farm School. The school was registered by the DfE on the 22 September 2025.

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About this inspection

The name of the proprietor is: Curly’s Legacy.

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About this inspection

The fees currently charged are: £24,462 to £87,394

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About this inspection

The email address of the school is: admin@curlyslegacy.co.uk

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About this inspection

The inspection took place from 15 September 2026 to 17 September 2026.

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Independent school standards

Independent school standards are either met or not met for each category. Headteacher: Garry Ratcliffe

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Independent school standards

1. Quality of education provided Standards met

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Independent school standards

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

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Independent school standards

3. Welfare, health and safety of pupils Standards met

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Independent school standards

4. Suitability of staff, supply staff, and proprietors Standards met

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Independent school standards

5. Premises of and accommodation at schools Standards met

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Independent school standards

6. Provision of information Standards met

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Lead inspector:

Deborah Walters, His Majesty's Inspector

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Facts and figures used on inspection

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

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Pupils with special educational needs (SEN) support

7. Manner in which complaints are handled Standards met

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Pupils with special educational needs (SEN) support

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

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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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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. 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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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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