Sandbach High School and Sixth Form College

Highlights from Latest Inspection

What is it like to attend this school?

Pupils and students in the sixth form are proud of their school. They told inspectors that they are happy and that they can be themselves. They said that everyone is accepted and welcomed.

Pupils and students know that their teachers expect the best from their academic achievement and their behaviour. The majority of pupils rise to this challenge. They achieve well as a result.

Leaders have created a community for pupils, students and staff based on kindness and respect. In the main, pupils and students study without disruption to their learning. The atmosphere around the school is calm and productive.

Pupils said that they feel safe. They explained that bull...ying is not tolerated, and if it does occur, it is challenged and dealt with effectively.

Sixth-form students act as role models for younger pupils.

They dedicate time to mentoring pupils, for example by reading with them. Students also act as anti-bullying ambassadors.

Students and pupils benefit from a wide range of extra-curricular and enrichment activities.

Through these activities, they are empowered by staff to develop their character and voice their opinions. A recent example is the school feminist group. They have launched a campaign to stop the sexualisation of children and to challenge the unwanted sexual behaviour that young girls and women may face in society.

What does the school do well and what does it need to do better?

Leaders, including trustees, have a clear vision for the quality of education that the school provides. They have realised this vision by ensuring that the curriculum is ambitious and that it meets the needs and interests of all pupils, including those with special educational needs and/or disabilities (SEND). The curriculum in the sixth form is equally successful in meeting the learning needs of students.

At key stage 3, pupils gain a broad and well-rounded understanding of subjects. Leaders have thought carefully about the content in the key stage 3 curriculum to ensure that pupils are fully prepared for the demands of key stage 4. Added to this, those pupils who progress into the sixth form are equally well prepared to achieve well.

Overall, pupils and students achieve highly. They progress to positive destinations.

Across subjects, leaders have thought carefully about the important knowledge that they want pupils and students to know.

Teachers use their strong subject knowledge to deliver the curriculum effectively. In the classroom, teachers have been well trained to identify and address pupils' and students' misconceptions as they arise. Leaders' systems for tackling pupils' misunderstandings are embedded across the school.

They are particularly strong in the sixth form. However, in a small number of subjects, leaders do not use assessment strategies well enough to track pupils' knowledge and understanding over time. This means that in some cases, pupils do not build upon what they already know as well as they could.

This is particularly the case in key stage 3.

In recent years, leaders, supported by trustees, have significantly improved the provision that they offer to pupils with SEND. Pupils' and students' needs are identified in a detailed and systematic way.

Staff receive helpful information and training regarding any barriers to pupils' learning. Consequently, they provide appropriate support, and pupils and students with SEND achieve well.

Leaders prioritise reading effectively.

For example, all teachers have received training in the explicit teaching of subject-specific vocabulary. They have also been trained in the use of phonics to support pupils' reading development in every classroom. Furthermore, a range of programmes are in place to encourage pupils to develop a love of reading and to ensure that they develop fluency in reading.

For example, pupils in key stage 3 receive regular library sessions, where staff and sixth-form students listen to them read.

Leaders are increasing the support that they offer to pupils who struggle with their reading. Recently appointed leaders, with strong expertise in reading, have started to identify and put into place additional help for those pupils who are behind with their reading knowledge.

Pupils are finding this support helpful, but it is too soon to see the full impact of leaders' work.

Most pupils are committed to their learning. Lessons are rarely disrupted.

The majority of pupils say that leaders' new systems for dealing with poor behaviour are clear and effective. Students in the sixth form are supportive of each other in lessons. They work together, with their student union representatives, to ensure a calm and productive atmosphere in their study areas.

It is a strength of the school that leaders provide a wide range of opportunities for pupils and students to develop as active citizens, with a strong understanding of society and moral viewpoints. In key stages 3 and 4, a comprehensive programme of personal development is in place. In key stage 5, students are taught helpful information such as financial management and driving awareness.

Pupils and students also benefit from effective careers information, advice and guidance.

Trustees are well informed about leaders' actions to improve the quality of education that pupils and students receive. They provide appropriate support and challenge regarding key issues such as safeguarding and the curriculum.

Staff are appreciative of leaders' actions to support their well-being and consider their workload when making decisions.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure there is strong capacity and expertise in the dedicated team of staff that lead safeguarding.

They effectively identify and address any concerns that arise about pupils' and students' safety. Leaders know pupils and students well and regularly seek ways to engage with families to offer early support and advice. This includes the use of external agencies and specialist help services when needed.

Staff receive regular training so that they are confident identifying and reporting any concerns. They are proactive in working with pupils and students to identify any potential risk of harm. Leaders support pupil-led groups to raise awareness of these issues, such as female genital mutilation, through initiatives and campaigns in both the school and the local community.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects in key stage 3, leaders' systems for assessing pupils' learning are not sufficiently well developed. As a result, a small number of pupils do not learn all that they could. Leaders should ensure that teachers know exactly how well pupils are building up knowledge across all subjects.

• For a minority of pupils, the support that leaders provide to help them to catch up with their reading knowledge requires development. This means that some pupils are not catching up with their reading as quickly as they should. Leaders should continue to develop their systems to support those pupils who are behind in their reading knowledge.