We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Sandiway Primary School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Sandiway Primary School.
To see all our data you need to click the blue button at the bottom of this page to view Sandiway Primary School
on our interactive map.
Pupils love attending this warm, welcoming school. They arrive happily every day, excited and curious about their learning.
Pupils appreciate how staff help and guide them. There is always someone happy to be a friend.
Pupils welcome the school's high ambitions.
They are animated and articulate learners. Pupils enjoy their lessons and do their best. From when they start in Reception, children take great pride in their work and achieve well.
Pupils uphold the school's approach to managing behaviour through the 'ROCK' principles of respect, ownership, care and kindness. They demonstrate high levels of self-control and take responsibility for their own ...behaviour. This means that most pupils do the right thing, even when no one is looking.
Pupils, from the youngest to the oldest, show exemplary levels of independence around school.
Pupils develop into responsible, active citizens in a variety of ways. They readily assume positions of responsibility which have a real impact in school, for example overseeing the new salad bar at lunchtime.
Pupils also enjoy opportunities to engage with the wider community. For example, they visit the local nursing home as part of an intergenerational project. Pupils benefit from a wide range of clubs which cater to every interest, from sports and musical activities to debating and 'leafy legends'.
What does the school do well and what does it need to do better?
The school has considerably improved the design of the curriculum so that it is exciting and ambitious. It has carefully considered the important knowledge that pupils should learn, and the order in which they should learn it. Teachers are well equipped to impart new knowledge clearly.
Pupils remember this knowledge well. However, in a small number of subjects, pupils have gaps in key prior knowledge and vocabulary. This is due to weaknesses in the design and delivery of the previous curriculum.
In these subjects, some pupils do not have a firm foundation on which to build new learning.
The school has the same high ambitions for pupils with special educational needs and/or disabilities (SEND). It identifies the needs of pupils with SEND at the earliest opportunity.
These pupils benefit from the right support to enable them to access learning alongside their peers. This means that pupils with SEND make strong progress through the curriculum.
The school uses effective assessment strategies to check current learning and identify pupils' misconceptions in lessons.
These misconceptions are either addressed in the moment or pupils may receive extra support, for example through carefully designed interventions.
The school ensures that staff are well trained to deliver the phonics scheme skilfully. Most pupils demonstrate secure understanding of the sounds they are learning.
They read appropriately matched texts with increasing fluency and expression. Staff identify when pupils need extra help and provide effective support immediately. As a result, pupils become confident and successful readers.
Pupils engage extremely well in their lessons. They listen carefully and think hard. In line with the school's ROCK principles, they take ownership of their learning.
Pupils show high levels of respect for each other. They listen to each other carefully and enjoy exchanging different viewpoints.
Attendance is high.
Pupils understand the importance of being in school on time every day. The school has worked successfully to reduce previous levels of persistent absence.
The school teaches pupils about different religions.
Pupils extend their understanding and empathy through comparing different faiths and world views. Pupils learn about other cultures through the curriculum. They also have links with a twin school in Kenya.
Pupils learn about different types of relationships and families. They have a very secure understanding of fundamental British values and can talk about how these are relevant in the school and wider community. Pupils also understand that people can be different in many ways.
They believe strongly that everyone deserves to be treated equally and accepted for who they are.
Leaders have taken staff on a significant journey since the last inspection. There have been remarkable improvements to the quality of education that pupils receive, staff training and pupils' personal development.
At times, this has resulted in an increased workload, but staff appreciate how well this has been managed by the school. Staff value the training and support that they have been given to put changes in place.
Parents and carers are overwhelmingly positive about the work of the school.
Leaders have built high levels of trust through open communication with pupils and their families.
Governance is strong. The trust has provided robust and effective support to guide the school through a period of intense change.
The local academy board knows the school extremely well. It has supported and challenged the school on its successful journey towards reaching a shared vision to give children the very best start in life.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a small number of subjects, pupils have gaps in their learning because of weaknesses in the previous curriculum. In these subjects, some pupils do not have a firm foundation on which to build new learning. The school should ensure that these gaps in learning are identified and addressed so that pupils can build new learning securely over time in these subjects.
